Assessing Thinking: Grades 9-12
In The Case of the Mysterious Malady* (original project- unadapted) located in the Showing Evidence Tool, chemistry learners act as investigators when they analyze evidence and apply gas laws to determine the most likely source of a potential toxin. They use Showing Evidence to organize clues and draw a conclusion, then argue their case in a mock court of law.
Assessing Process
The teacher will use the following checklist to monitor learners’ understanding of the principles of arguments. Data can be collected from journal entries, observation of small- and large-group discussions and individual interviews.
| Understands concepts of claim and evidence | Composes a claim correctly | Correctly evaluates the quality of evidence | Selects appropriate evidence to support claim | |
| Alicia | ||||
| Bobby | ||||
| Dirk | ||||
| Ellen |
Assessing Product
Students use this rubric to assess the quality of the source for the evidence they gather to use in the mock trial.
| Rating |  |
 |
 |
 |
 |
| Author | Individual | Individual or Expert | Creditable Author | Expert in the field | Expert in the field |
| Sponsoring Organization | None | Biased Organization | Unbiased Organization | Credible Organization | Credible Organization |
| How strong is the evidence? | Based on opinion | Opinion based slant | Gives both pros and cons of the usage | Factually based | Facts that are statistically supported |
Learners use another rubric to assess how well the evidence supports their claim.
|
|
|
|
|
| The evidence has little effect on the determination of whether the claim is true or valid. | The evidence seems to support the claim, but there are still significant uncertainties as to whether that support really proves the claim is true. | There are other elements that come into play so that this evidence is not terribly important, but it does help to build the case. | There is a small amount of room for interpretation or other variable, but basically the evidence is strong in its support of the claim. | Considering for the moment that the evidence is true, it makes a very strong case for the claim. |
|
|
|
|
|
| The evidence has little effect on the determination of whether the claim is not true or valid. | The evidence does seem to weaken the claim, but there are still significant uncertainties as to whether that opposition really proves the claim is false. | There are other elements that come into play so that this evidence is not terribly important, but it does help to build the case against the claim. | There is a small amount of room for interpretation or other variable, but basically the evidence is strong in its opposition of the claim. | Considering for the moment that the evidence is true, it makes a very strong case against the claim. |
