Use these targets, vocabulary, rubrics, examples, and score sheet with the instructor's approved lesson and procedure. This is an assessment companion, not a complete lesson or safety authorization.
Student lessons, data, and worked answers: Unit 02 learning pathway.
The student demonstrates the following:
Five science criteria plus separately reported integration (Page 3).
Preserve a scaled drawing, then record a blind ACE-V teaching comparison.
The student defends an honest comparison aloud (Page 4).
Development method, minutiae, and conclusion kept distinct.
You are making a decision, not adding up points. For each criterion, decide whether the work is Developing, Proficient, or Mastery — the column language tells you which. A criterion counts as mastered only when the student can both preserve a scaled paper record and defend an honest comparison. Each student has three tokens per term; each token retries one rubric criterion. Approved accommodations, equipment failures, and approved absences are handled separately and do not consume these tokens.
Accept listed synonyms; use the distinction column to resolve near-matches.
| Canonical answer | Accepted synonyms | Common confusion / discriminator |
|---|---|---|
| Patterns & print types | ||
| Loop / whorl / arch | ridge-pattern types | The three basic pattern families in ridge flow |
| Latent print | invisible print | Left by sweat and oil; must be developed before it is visible |
| Patent print | visible print | Left in a visible medium (ink, dust) — already visible |
| Plastic print | molded print | Pressed into a soft surface (putty, wax) as a 3-D impression |
| Development & comparison | ||
| Minutiae | ridge characteristics | A comparison reports corresponding minutiae, not a percentage |
| ACE-V | analysis, comparison, evaluation, verification | The documented four-step comparison method — verification is not optional |
| Cyanoacrylate fuming | superglue fuming | Develops latents on nonporous surfaces; wrong choice for paper |
| Ninhydrin | amino-acid reagent | Develops latents on porous surfaces like paper |
Ask for the initial feature record, the comparison rule, all outcomes, and the trial-rate denominator. A numerical error rate is not an identity probability derived from minutiae. Grade science separately from the source-cited history/reading/writing response.
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Fingerprint patterns & classification | Confuses loop, whorl, and arch. | Names patterns but guesses on obscured detail. | Classifies drawn ridge flow, distinguishes class patterns from minutiae, and records unreadable features without inventing them. |
| Latent, patent & plastic prints & development | Confuses visibility, residue, and relief. | Names types but ignores surface and preservation limits. | Explains print types and surface-dependent professional development from illustrations only; uses no powders, reagents, fuming, or personal fingerprints. |
| Lifting, preserving & casting impressions | Changes scale or loses the original drawing. | Preserves an outline without scale or distortion notes. | Preserves scaled paper impressions and explains how lifting or casting distortion can affect comparison; retains the original image and record. |
| Minutiae & comparison (ACE-V) | Jumps to a conclusion before analysis. | Records similarities but skips blind verification or differences. | Documents analysis, comparison, evaluation, and blind verification of coded cards; retains initial decisions, disagreements, exclusions, and inconclusives. |
| Reporting a comparison honestly | Converts feature counts into identification certainty. | Reports a trial error rate without its denominator. | Computes false-positive/negative rates with stated inconclusive handling; distinguishes trial errors from case probability and never derives identity odds from minutiae counts. |
| Integration (cross-domain) | Makes no supported connection between the source and the science. | Uses the source but needs help connecting evidence, writing, or limitations to the science. | Independently connects History, Reading, and Writing using a cited source, appropriate evidence, a limitation, and a scientific explanation. |
Read these before you grade. They show what Mastery and Developing actually sound like, plus the edge cases where you should coach rather than decide on the spot.
Student: ______________________________________ Date: _______________ Guide: _________________________
| # | Criterion | Decision | Notes |
|---|---|---|---|
| 1 | Fingerprint patterns & classification | Dev / Prof / Mast | |
| 2 | Latent, patent & plastic prints & development | Dev / Prof / Mast | |
| 3 | Lifting, preserving & casting impressions | Dev / Prof / Mast | |
| 4 | Minutiae & comparison (ACE-V) | Dev / Prof / Mast | |
| 5 | Reporting a comparison honestly | Dev / Prof / Mast | |
| 6 | Integration (cross-domain) | Dev / Prof / Mast |
☐ No ☐ Yes — for criterion: __________
Tokens left this term after this session (choose one): ☐ 3 ☐ 2 ☐ 1 ☐ None left
Dev = Developing · Prof = Proficient · Mast = Mastery · Unsure between two levels? Circle the lower one and note what a re-do would need.