Contributed by: Kentucky Department of Education (KDE)
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.
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
|
|
SCORING GUIDES
KIRIS Performance Event, Grade 12
1993-94
Task: S2 - Here's Looking at You, Kid
There are six scoring guides for this task, for questions 1 through
6 on the Student Response Form.
Group Activity
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
Individual Activity
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. |
Question 3 (This question was scored only for points 3, 2, 1, and
0.)
SCORE |
DESCRIPTION |
3
|
Student presents a good discussion of why a larger test sample
is advantageous. Response may contain minor flaws. |
2
|
Student presents a fair discussion of why a larger test sample
is advantageous. Response may contain flaws. |
1
|
Student's discussion of why a larger test sample is advantageous
is vague, sketchy, or minimal. |
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 4 (This question was scored only for points 3, 2, 1, and
0.)
SCORE |
DESCRIPTION |
3
|
Response describes some general, meaningful patterns in data.
Descriptions make sense and do not contain flaws. |
2
|
Student recognizes general pattern(s) in data. Response may
contain minor flaws. |
1
|
Student recognizes a pattern in data. Response may contain
flaws.
OR
Response is minimal. |
0
|
Response is totally incorrect or irrelevant. |
BLANK |
No response. |
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. |
Question 6
SCORE |
DESCRIPTION |
4
|
Response is a detailed, thorough, logical explanation of
a variety of meaningful factors, both environmental and genetic.
|
3
|
Response is a good explanation of a variety of meaningful
factors, both environmental and genetic (one set might be weak).
Response may contain minor flaws. |
2
|
Response is a good explanation of meaningful factors, either
environmental or genetic, or is a fair discussion of both. Response
may contain major flaws. |
1
|
Response is vague, sketchy explanation of factors or a list
of factors. Response may contain major flaws. |
0
|
Response is totally incorrect or irrelevant. |
BLANK |
No response. |
Kentucky Department of Education
Performance Events 1993-94
|