Performance-based evaluation denotes measuring a situation where one can produce original answers (such as explaining the solution of a mathematics problem) or an activity that includes advanced thinking skills that can be measured in a long period of time (such as modeling). (Aschbacher, 1991; Baron, 1991; Madaus and O’Dwyer, 1999; Stiggins,1987). There are two critical sections of performance-based evaluation. One of them is performance tasks, and the other is rubrics (Popham, 2007). Performance tasks aim to measure and develop students’ advanced mental skills by presenting students problem cases they can face in real life. Therefore, it is necessary to use appropriate evaluation tools in measuring performance. In this sense, rubrics are the most frequently used tools. Goodrich (1997) and Andrade et al. (2009) define rubrics as documents in which criteria for a given situation are listed and the quality of each criterion is put forth from god to bad. Due to all these reasons, using rubrics as an alternative and support to existing evaluation tools can be thought of having significant implications within the context of science, society, and technology. In this respect, effectiveness and use of rubrics in teaching science topic perennially and in parallel to daily life should be included in the professional debates of educators. When it is taken into consideration that transferring the knowledge and application depth of molecular genetics to individuals has evident benefits to raising the future decision-makers, the importance of multi-directional learning on a meta-cognivite level can be better understood. It is obvious that having the adults of future to acquire knowledge and views related to the application and potentials of gene technology within formal education institutions and through a well-designed curriculum would affect these individuals and their society in a positive way (Harms 2002, Schallies & Wellensiek 1995, Harms & Bayrhuber 1999). In this respect, in the responsible construction of the education of gene technology, methodology and evaluation activities as well as education programs carry great significance. Discussing the scientific, environmental, social, and ethical aspects of the issue in teaching especially gene technology may be effective in improving the quality of gene technology education and forming the views of individuals and of society (Harms & Bayrhuber, 1999). Discussing the teaching of GMO, in other words, genetically modified organisms, through a rubric may provide different perspectives on the learning of the subject. The aim of this study is the effect of rubrics on 11^th graders’ answers to an open-ended question about genetically modified foods, thus to determine learning level.

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