The Scoring guides, based on a 5, 4, or 3-point scale, provide descriptions of student work at each score point for each item. To summarize very briefly, the rubric shell states that a response accurately meeting all important requirements of a prompt earns a 4 (top score), a response meeting most requirements earns a 3, a 2 is earned if some of the requirements are met, a 1 applies to minimal response to the prompt, and a response that is totally incorrect earns a 0.

Score points in which major response patterns were evident have descriptions separated by "OR." Keep in mind that scores are set by state assessment standards and may not necessarily represent classroom standards.

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.

There are six scoring guides for this task, for questions 1 through 6 on the Student Response Form.

Question 1 (chart)

SCORE	DESCRIPTION
4	The entire chart is complete and correct. (See below.)
3	Most of the chart is complete and correct.
2	About half of the chart is correct.
1	Some of the chart is correct.
0	Response is totally incorrect or irrelevant.
BLANK	No response.

Requirements for a correct chart:

• The genotypes for each student must be assumed to be correct and the resulting genotype and phenotype must be based on them.

• Genotype resulting from cross must be possible based upon genotypes of students, i.e., one gene must be from one parent, the othe gene must be from the other parent.

• The phenotype resulting from the cross must be correct based upon the genotype.

Kentucky Department of Education
Performance Events 1993-94

Question 2

SCORE	DESCRIPTION
4	Student acknowledges that accuracy depends upon genetic makeup, which is not always possible to determine using phenotype. Student generates a logical, valid discussion for support.
3	Student acknowledges that accuracy depends upon genetic makeup and presents a good discussion for support. Response may contain minor flaws.
2	Student presents reasonable examples of how appearance can be predicted without good discussion of the accuracy of the prediction. Response may contain flaws.
1	Response is vague, sketchy, and minimal, and may contain flaws.
0	Response is totally incorrect or irrelevant.
BLANK	No response.

Examples of why a larger test sample is advantageous:

• Large numbers of test subjects reduce chance of random error.

• Repeatability in large sample needed to verify accuracy of information.

• Surveying an extended family yields more accurate genotype information.

Question 5

SCORE	DESCRIPTION
4	Student presents a logical, scientific discussion of traits' possible survival advantage.
3	Student presents a good discussion of traits' possible survival advantage. Response may contain minor flaws.
2	Student presents some valid discussion of possible survival advantage for traits. Response may contain major flaws.
1	Student presents a sketchy, vague, flawed discussion, or merely lists possible survival advantages.
0	Response is totally incorrect or irrelevant.
BLANK	No response.

Kentucky Department of Education
Performance Events 1993-94