Biodiversity articles on Txikipedia: Evaluation rubric

This rubric has been designed to evaluate biodiversity related articles done by Graduates on Elementary Education at the University of the Basque Country, while they use Txikipedia.

This rubric is aligned with the transversal competencies established by the University of the Basque Country and with the specific competencies of a didactic subject of Natural Sciences.

The rubric has 14 sides divided into two dimensions. The first dimension focuses on the general aspects and takes into account the characteristics that any Wikipedia article must meet. The second dimension addresses the scientific aspects of biodiversity, the treatment of sustainability and interconnectedness, and the pedagogical aspects. This last aspect is of particular importance to Wikipedia readers and, according to its criteria, the articles' comprehensibility is sought.

Rubric

The note: The sections 10 and 11 are divided in two, 10a-10b and 11a-11b. If the Txikipedia article describes a living organism, we must follow the sections 10a and 11a. If the article is about a general concept on biodiversity, we should follow the sections 10b and 11b.

Competences	Evaluated aspect	Achievement level (indicators)
		4-Outstanding	3-Satisfactory	2-Marginal	1-Unacceptable
1st set: Transversal competences
TC-3: Communication and multilingualism.	1-Clear structure	The information is very well organized. There are some headings and subheadings, drawing the children's attention and there is internal coherence between the sections. There are many text organizers and connectors and they are adequate.	The information is well organized and well written but the headings or subheadings do not draw the children's attention. Although the sections show internal coherence, there are few text organizers or connectors.	The information is organized but the paragraphs are not well written and there are not headings or subheadings. The ideas do not follow a logical order. There may be some connectors but they are not enough or their use is incorrect.	The information is neither well organized nor well written. The text is incoherent. Ideas are repeated or there are very few. There are not basic text organizers or connectors or their use is incorrect.
	2-Spelling and grammar	In the last draft of the Txikipedia entry there are not spelling, punctuation marks or grammar mistakes.	In the last draft of the Txikipedia entry there are between 1 and 3 spelling, punctuation marks or grammar mistakes. In the published version all spelling and grammar mistakes have been corrected.	In the last draft of the Txikipedia entry there are between 4 to 5 spelling, punctuation marks or grammar mistakes and in the published version they have not been corrected.	In the last draft of the Txikipedia entry there are more than 5 spelling, punctuation marks or grammar mistakes and in the published version they have not been corrected.
	3-Balanced coverage and neutral content	The article is objective and uses neutral language.	The article tries to be objective and uses neutral language.	The article is not objective and you can detect the author’s opinion.	More than an encyclopedia article, it is an opinion article. The register is not adequate.
	4-Register for Txikipedia	They use an adequate register for Txikipedia and, when possible, the concepts are linked to other Txikipedia entries (if available).	They almost always use an adequate register for Txikipedia but the concepts are seldom linked to Txikipedia (most of the time to Wikipedia).	The register is not adequate for Txikipedia or/and the concepts are not linked to Txikipedia.	The register is not adequate for Txikipedia and the concepts are not linked to Wikipedia or Txikipedia.
TC-4: Ethics and professional commitment TC-5: Information management and digital citizenship	5-Graphic information and author’s rights	The figures, diagrams and videos are adequately placed with captions. The banner is present. The students have created adequate diagrams or infographics related to the topic. All the material has been uploaded from the Wikimedia commons database (including those produced by themselves) and it is always free content.	The figures, diagrams and videos are adequately placed with captions. The banner is present. The students have uploaded adequate diagrams or infographics related to the topic. All the material has been uploaded from the Wikimedia commons database and it is always free content.	The figures, videos and diagrams are not well organized and do not have captions or the infographics need small corrections. All the material has been uploaded from the Wikimedia commons database (including those self-made) and it is always free content.	There are not figures, videos or diagrams and if they are they do not come from Wikimedia commons or the contents are not free.
	6-Multimedia files and additional information	The template “Ba al dakizu?” offers new information that complements adequately the main text and elicits interest in knowing more. The images are inserted in the template to draw interest. OPTIONAL- Other multimedia materials appear (eg. Entzun! Template, “time-lapses”).	The template “Ba al dakizu?” offers new information that complements adequately the main text. OPTIONAL- Other multimedia materials appear (eg. Entzun! Template, “time-lapses”).	The template “Ba al dakizu?” highlights something already mentioned in the article and is not attractive.	There is not “Ba al dakizu?” template.
	7-Further information section	There are links that are scientifically adequate and interesting for children and if possible in Basque language.	There are links that are adequate and interesting for children but none of them is in Basque language.	The links that are mentioned are no reliable or adequate for children.	There is not a section for further knowledge and if there is they have mistaken it with a reference list.
2nd set: “Natural Sciences in the Primary Education Classroom I” course’s competences (CC) in the degree of Primary Education
CC1-To know and understand the basic principles and fundamental laws of natural sciences by promoting positive attitudes towards scientific literacy and understanding science as a cultural endeavour.	8-Formal aspects: Introduction	The introduction section is easy to understand and scientifically faultless. The main points of the article are summarized.	The introduction section is easy to understand and without serious scientific errors. Some points of the article are summarized.	The introduction section is difficult to understand or has serious scientific errors. Some points are summarized in a disordered way.	There is no introduction or summary of main points.
	9-Formal aspects:Bibliographic references in the draft page	The bibliographic references shown in the user’s draft page are scientific publications, science communication reports or encyclopedic articles and if possible, in Basque language.	The bibliographic references shown in the user’s draft page are scientific publications, science communication reports or encyclopedic articles but not in Basque language.	The bibliographic references shown in the user’s draft page are poor quality references.	There are no bibliographic references in the user’s draft page.
	10a-Scientific informationabout living organisms	The taxonomy and life cycle of the chosen living organism are well explained without errors (eg, in terminology, classification, etc.). The main biological characteristics, habitat(s) and/or evolutive adaptations are explained.	The taxonomy and life cycle of the chosen living organism are well explained without errors (eg, in terminology, classification, etc.). Some important characteristics and its habitat(s) are mentioned. Evolutive adaptations are not explained explicitely.	The taxonomy and life cycle of the chosen living organism are mentioned but there are some small errors. No remarkable characteristics or habitats are mentioned.	The description of the chosen living organisms is full of errors. There is no distinguishing information.
	10b-Scientific information:General biology terms	Regarding the general terms, the basic scientific information is correct and it is explained in an organized, clear and comprehensible way.	Regarding the general terms, the scientific information is correct.	Regarding the general terms, the scientific information is poor, there are some scientific errors or it is not clearly explained.	Regarding the general terms, the scientific information is wrong.
CC-4: To take into account the individual and collective responsibility on people's well-being and on moving towards a sustainable future.	11a-Sustainable developmentin entries about living organisms	The threats that the chosen living organism or its habitats can withstand (including those posed by invasive species) are correctly explained and linked with sustainable development.	The threats that the chosen living organism or its habitats can withstand are explained but the link with sustainable development is not clear.	The threats that the chosen living organism or its habitats can withstand are not mentioned.	The threats that the chosen living organism or its habitats can withstand due to human impact are not correctly identified or there are conceptual errors regarding the threats (eg. identifying predation as a threat).
	11b-Sustainable developmentin entries about general terms	Regarding the general terms, sustainability topics issues related to the topic are included. For example, in the case of habitats, the impacts posed by humans are adequately explained.	Regarding the general terms, sustainability issues related to the topic are lightly covered but the relationship with human impact is not clear.	Regarding the general terms, there is neither mention of sustainability issues related to the topic, nor mention of human impact or the impacts that a habitat can withstand.	Regarding the general terms, the sustainability issues related to the topic are not well identified or there are misconceptions regarding the impacts.
CC-3: To know the Natural Sciences School curriculum (PCK about biodiversity)	12-Local knowledge	Local knowledge is taken into account, by using specific examples of species or ecosystems or mentioning cultural or geographical Basque references (eg. an image of the geographic distribution, local habitats, etymological information or local names).	Local knowledge is taken into account, by using specific examples of species or ecosystems and using an image of the geographic distribution in the case of living things. In other cases, an example related to Basque culture or geography may be given.	Regarding living things, although the image of the geographical distribution may be present, there is not an explicit mention of its presence in the Basque Country. In other instances, there is not an example linked to Basque culture or geography.	Regarding living things neither the image of the geographical distribution nor the presence in the Basque Country is present. There is not a single reference in the article to local knowledge or in any case, there are mistakes.
	13-Didactic information: Register and explanation strategies	To help children’s understanding they have tried to adapt the contents to 8-13 year olds. The ideas are explained very comprehensively, avoiding very technical terms and explaining them adequately. Examples and analogies are used to help with the explanation.	To help children’s understanding they have tried to adapt the contents to 8-13 year olds. The presence of examples or analogies is scarce.	To help children’s understanding they have tried to adapt the contents to 8-13 year olds. There are no examples or analogies to help with the explanation.	The contents are not adapted to 8-13 year olds because some concepts are considered as known. There are no examples to help with the explanation.
	14-Didactic information: addressing misconceptions	When explaining the topic, a connection with students’ misconceptions is made through didactic explanations and by including a focus on Education for Sustainable Development.	When explaining the topic, the connection with students’ misconceptions is weak and no solution is given.	When explaining the topic, the misconceptions that students may hold are not addressed.	There are mistakes in the description of the topic that show that the authors themselves may hold misconceptions.

Numerical values

The rubric is an excellent formative assessment tool. Students can learn how to evaluate other Txikipedia articles before they begin writing the article. Later, as they create the article, the rubric can be used as a guide to check that they are fulfilling all the aspects that are asked for. Finally, it serves to evaluate and grade the final rubric article. The following table sets out the application levels and numerical values corresponding to a Txikipedia article:

	Set 1: formal parts	Set 2: specific parts	All parts
INSTAURATION LEVEL	Scoring	Scoring	Total
F Total points <25%	1-7	1-7	1-14
D Scoring: 25-49%	8-11	8-11	15-27
C Scoring: 50-60%	12-17	12-17	28-34
B Scoring: 60-84%	18-23	18-23	35-47
A Scoring: 85-100%	24-28	24-28	48-56

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