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 05 learning pathway.
The student demonstrates the following:
Five science criteria plus separately reported integration (Page 3).
Screen and type simulated stains; reconstruct a bloodstain pattern.
The student says what a presumptive positive does and does not establish (Page 4).
Screening result, confirmation, and interpretation 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 run the test and report what the result does and does not establish. 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 |
|---|---|---|
| Presumptive & confirmatory | ||
| Presumptive test | screening test (Kastle–Meyer, luminol) | Flags possible blood; a positive is a lead, not proof it is blood |
| Confirmatory test | identity-confirming test | Establishes what a stain actually is; comes after a presumptive screen |
| Acid-phosphatase test | AP screen (for semen) | Presumptive indicator for semen; still requires confirmation |
| Luminol | glow-based blood screen | Reveals trace or cleaned blood by glowing; presumptive, can react with other substances |
| Typing & pattern | ||
| ABO blood typing | ABO group (A / B / AB / O) | Narrows a population; never identifies a person |
| Antigen / antibody | blood-group marker / immune protein | Antigens on cells define the type; antibodies react in typing |
| Bloodstain pattern analysis | BPA | Reconstructs geometry from stain shape; interprets, does not identify a person |
| Angle of impact | impact angle | Estimated from a stain’s shape; feeds the area-of-origin estimate |
The split between Proficient and Mastery is what the result establishes: a screen is a lead, a valid confirmation concerns its target rather than a person, and ABO is group evidence. An invalid control blocks interpretation even when other symbols look positive.
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Presumptive testing & error rates | Reads a positive screen as proof. | Computes rates but confuses their denominators. | Interprets mock screens as leads; computes sensitivity, false-positive/negative rates, and predictive value while stating the base-rate assumption. |
| Confirmatory testing & body-fluid identification | Confuses screening with confirmation. | Ignores negative confirmation or failed controls. | Separates screen, confirmation, and control outcomes; retains negative, unconfirmed, and invalid results; explains why professional presumptive tests are not identity tests. |
| ABO blood typing | Claims a type identifies a person. | Reads symbols but omits control or antigen reasoning. | Explains antigen/antibody agglutination on paper cards, correctly interprets ABO and invalid-control outcomes, and reports group evidence only. |
| Mock stain geometry & limits | Infers events from shape alone. | Computes angles without checking the model. | Uses angle = arcsin(width/length) for ideal paper ellipses, rejects invalid ratios, bounds reading uncertainty, and distinguishes angle from three-dimensional origin. |
| Technique & biohazard safety | Uses unauthorized samples or invents readings. | Uses paper records but omits repeats or control documentation. | Uses paper-only cards and ellipses; retains blind independent decisions, repeated measurements, and control failures without biological material, reagents, or stain creation. |
| 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 | Presumptive testing & error rates | Dev / Prof / Mast | |
| 2 | Confirmatory testing & body-fluid identification | Dev / Prof / Mast | |
| 3 | ABO blood typing | Dev / Prof / Mast | |
| 4 | Mock stain geometry & limits | Dev / Prof / Mast | |
| 5 | Technique & biohazard safety | 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.