GENERAL SCORING RUBRIC

CATEGORY 4	The student completes all important components of the task and communicates ideas clearly. The student demonstrates in-depth understanding of the relevant concepts and/or processes. Where appropriate, the student chooses more efficient and/or sophisticated processes. Where appropriate, the student offers insightful interpretations or extensions (generalizations, applications, analogies).
CATEGORY 3	The student completes most important components of the task and communicates clearly. The student demonstrates understanding of major concepts even though he/she overlooks or misunderstands some less important ideas or details.
CATEGORY 2	The student completes some important components of the task and communicates those clearly. The student demonstrates that there are gaps in his/her conceptual understanding.
CATEGORY 1	The student shows minimal understanding. The student addresses only a small portion of the required task(s).
CATEGORY 0	Response is totally incorrect or irrelevant.
BLANK	No response.

Question 1

SCORE	DESCRIPTION
4	All four components are complete and acceptable.
3	Three components are complete and acceptable.
2	Two components are complete and acceptable.
1	One component is complete and acceptable.
0	Response is totally incorrect or irrelevant.
Blank	No response.

Required components:

1. Qualitative system
   Student classifies objects according to an observable property (e.g. material, color, shape) and:
   
   1. explains characteristics of the qualitative system
   2. shows where each object is classified in the system

2. Quantitative system
   Student classifies objects according to quantitative property (e.g. mass, volume) and:
   
   3. explains characteristics of the quantitative system
   4. shows where each object is classified in the system

Question 2

SCORE	DESCRIPTION
4	Student determines if the mystery object fits into the qualitative classification system by correctly comparing the object to each of the criteria of the existing system.
3	Student determines if the mystery object fits into the qualitative classification system, but does not compare the object to all criteria of the existing system.
2	Student merely describes using or comparing the object to a classification system to see if it fits, but does not actually use this process. OR Student states the object fits and refers to the classification system, but does not compare it to the criteria.
1	Student states the object fits or does not fit with some support, but without specific reference to the system (e.g., it doesn't fit because it is blue).
0	Response is totally incorrect or irrelevant.
Blank	No response.

The mystery object is a round, plastic bead with a hole along one axis, and is of a different color than the other objects in the classification set.

Question 3

SCORE	DESCRIPTION
4	Student generates descriptions of three or more classifications systems and measurements that could realistically have been used to classify the objects.
3	Student generates a description of two or more classification systems and/or measurements that could have been used to classify the objects. Response may lack specific detail or is not completely realistic.
2	Student generates a description of one or more classification systems and/or measurements that could have been used to classify the objects. Response may lack clarity and/or is not realistic.
1	Student generates a list of classification systems and/or measurement(s) that could be used to classify objects, but response demonstrates only a rudimentary understanding of classification.
0	Response is totally incorrect or irrelevant.
Blank	No response.

Question 4

SCORE	DESCRIPTION
4	Student generates a response that demonstrates a complete, well-developed understanding of how classification is useful. Explanation is supported by three or more relevant examples.
3	Student generates a response that demonstrates an acceptable understanding of how classification is useful. Explanation is supported by two or more relevant examples.
2	Student generates a response that demonstrates a limited understanding of how classification is useful. Explanation is supported by one relevant example.
1	Student generates a response or list that demonstrates a rudimentary understanding of how classification is useful. Examples are not pertinent or not included.
0	Response is totally incorrect or irrelevant.
Blank	No response.

Kentucky Department of Education
Performance Events 1994-95