What do you consider responsible
use of CRISPR technology
​and why?
To assess students’ ability at using the claim evidence reasoning framework, I graded the trifolds using the Base Explanation Rubric from McNeill and Krajcik (2006). I found that while students were able to make claims, they struggled understanding what was appropriate evidence and how to tie it back to the claim in the reasoning section. The highest possible score for each category was three. I found out of 55 students the average for claim was 2.9, for evidence 1.7, and for reasoning 1.4. |
There are a couple possibilities that may have contributed to these low scores in evidence and reasoning:
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McNeill and Krajcik (2006) found that “students’ evidence and reasoning scores both begin and end lower compared to their claim
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Artifact 6: Samples of students' CRISPR CER trifolds