Reflection: Performance Tasks EBWR - Antibiotic Resistance: A New Threat to Global Health - Section 3: Evidence Based Written Response


Where do you find the time to read student writing in science? I honestly have always found it a challenge to read and respond to student narratives in a timely manner. Two practices I have employed that have offered a bit of relief when facing what appears to be the monumental task of reading student responses is the use of a standard rubric (of which I review with students prior to each writing tasks) and an evaluation method that assigns each student narrative to a high-low category prior to assigning grades or scoring. 

If timed writings are a new addition to your assessments suite it may be advantageous to review sample Student Response A and Student Response B prior to implementing this writing strategy. I have students review the rubric along with the student sample and score the narrative. It is always a valuable experience when students assume the role of teacher and evaluator! 

  Performance Tasks: A Strategy for Evaluating Evidence Based Written Responses
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EBWR - Antibiotic Resistance: A New Threat to Global Health

Unit 5: Basic Tools of the Biotechnology Workplace
Lesson 10 of 12

Objective: Students will analyze the data collected from a Kirby-Bauer assay in order to develop multiple hypotheses based on the assay results and diagnose antibiotic susceptibility in a mock patient.

Big Idea: Pose reasonable, testable hypotheses in order to make logical predictions and draw conclusions about the global impact of antibiotic resistance.

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Science, posing hypotheses, antibiotic resistance, College and Career Readiness
  70 minutes
kirby bauer
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