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 07 learning pathway.
The student demonstrates the following:
Five science criteria plus separately reported integration (Page 3).
Align striations on the comparison microscope; reconstruct a trajectory.
The student reports consistency and confidence, not certainty (Page 4).
Comparison, degree of agreement, and confidence 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 compare the marks and report confidence, not certainty. 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 |
|---|---|---|
| Marks & comparison | ||
| Rifling | lands & grooves | Spiral grooves cut in a barrel; they scratch striations onto a fired bullet |
| Striations | striae | Fine parallel scratches; the pattern an examiner aligns and compares |
| Comparison microscope | dual-stage comparison scope | Views two specimens side by side to align striations |
| Toolmark | tool impression | A mark a tool leaves on a surface; compared for consistency, not certainty |
| Characteristics & scene | ||
| Class characteristics | shared-feature marks | Features shared by a whole group (caliber, tool type); narrow, do not individualize |
| Individual characteristics | unique wear marks | Fine, chance features from wear; the basis for a stronger comparison |
| Trajectory | flight path | The path a projectile traveled; constrained by angle, distance, and geometry |
| Angle of impact | impact angle | The angle at which a projectile struck; used to reconstruct the path |
Ask for the comparison rule, original independent readings, missing detail, and empirical support that would be needed beyond this paper exercise. Confident speech is not validation; two blind readers can share correlated errors.
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Firearm & cartridge basics | Confuses the surfaces shown in diagrams. | Names diagram parts but confuses class and finer marks. | Distinguishes bullet/case surfaces and class/contact marks in supplied diagrams only; no weapon handling, operation, ammunition, or projectile activities. |
| Rifling & striation comparison | Compares unaligned or unscaled drawings. | Notes agreement but ignores missing detail. | Aligns supplied profile drawings at fixed positions, retains independent readings, and reports observed correspondence and unreadable detail with scale. |
| Toolmark comparison & its limits | Claims a unique source from similarity. | States consistency without the rule or alternatives. | Applies a stated paper-profile rule, retaining consistency, exclusion, and inconclusive outcomes without unvalidated confidence or identification probabilities. |
| Trajectory & the physics of the scene | Infers a firing position from a drawing. | Computes a slope without uncertainty or assumptions. | Calculates slope, angle, and reading bounds for an ideal 2D paper line; explains why it is not a physical trajectory reconstruction. |
| Technique & documentation | Copies a prior decision or loses original readings. | Uses blind review but assumes independent errors. | Retains blind first decisions and paired-reader outcomes; compares observed joint errors with marginal products and tests conditional-independence assumptions. |
| 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 | Firearm & cartridge basics | Dev / Prof / Mast | |
| 2 | Rifling & striation comparison | Dev / Prof / Mast | |
| 3 | Toolmark comparison & its limits | Dev / Prof / Mast | |
| 4 | Trajectory & the physics of the scene | Dev / Prof / Mast | |
| 5 | Technique & documentation | 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.