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.

There are four scoring guides for this task, for the Data Sheet and questions 2, 3, and 5 on the Student Response Form.

Data Sheet (This portion was scored only for points 4, 3, 2, and 0.)

SCORE	DESCRIPTION
4	Data sheet is complete and all three sets of data show correct trend.
3	Data sheet is complete and all three sets of data show correct trend; no labels for temperatures.
2	Data sheet has flaws: is incomplete, trends are incorrect, or data not recorded appropriately.
0	Response is totally incorrect or irrelevant.
Blank	No response.

The correct trend in the data will show the temperatures rising steadily between 0 and 4 minutes and declining steadily between 4:30 and 8 minutes.

Question 2

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 of a correct graph:

• Axes are labelled correctly.
• Intervals on axes are appropriate.
• Data points are correctly placed and a line is drawn between each point.
• All three sets of data (red, yellow, violet) are present and data sets are identifiable by color

NOTE: For a level 4, temperature must be on the left vertical axis and time must be on the lower horizontal axis.

Question 3

SCORE	DESCRIPTION
4	For each of the three colors: student analyzes the temperature change and compares the pattern to the other colors; analysis is thorough and detailed and does not contain flaws.
3	For each of the three colors: student analyzes the temperature change and compares the pattern to the other color; analysis is adequate but not detailed and may contain minor flaws.
2	For two (with adequate analysis) or three (with basic analysis) colors: student analyzes the temperature change and/or compares the pattern to another color; analysis may contain major flaws.
1	Student analyzes temperature changes in general and may or may not discuss specific colors. OR Student analyzes the temperature change on one color but does not relate it to other colors.
0	Response is totally incorrect or irrelevant.
BLANK	No response.

Student's responses should be based upon their own graphs.

Question 5

SCORE	DESCRIPTION
4	Student recommendation(s) are based upon the results of the investigation and are meaningful, logical, and detailed.
3	Student recommendation(s) are based upon the results of the investigation and are acceptable, although not detailed.
2	Student recommendation(s) are based upon the results of the investigation and are poorly developed and articulated.
1	Student recommendation(s) have some validity but are not connected to the results of the investigation or are minimal, are in list form, or contain flaws.
0	Response is totally incorrect or irrelevant.
BLANK	No response.

The prompt does not specify if the filter is to be used to warm or cool the car. Therefore, students may assume the desirable quality is to keep the car interior warm, rather than cool.

Kentucky Department of Education
Performance Events 1994-95