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Public Release Item Scoring Information Return

Goal 3 Concepts Of Biology

Expectation 3.5 The student will investigate the interdependence of diverse living organisms and their interactions with the components of the biosphere.

Indicator 3.5.1 The student will analyze the relationships between biotic diversity and abiotic factors in environments and the resulting influence on ecosystems.

Assessment Limits:

  • Abiotic/Biotic factors
    • space
    • soil
    • water
    • air
    • temperature
    • food
    • light
    • organisms
       
  • Relationships
    • predator — prey
    • parasite — host
    • mutualism
    • commensalism
    • competition
       

Brief Constructed Response (BCR) Item - Released in 2003

A lichen is comprised of a fungus and an alga growing together. The fungus provides a protective structure for the alga, and the alga provides food and other nutrients for the fungus. As part of the lichen, the alga is able to live in dry environments that it would not normally be able to inhabit. Their relationship allows them to live in some of the harshest environments in the world.

When environmental conditions are mild, the alga does not need the protective structure of the fungus to survive. The alga grows slower with the fungus than it would alone. This relationship between the alga and fungus can be described as either mutualism or parasitism.

Describe the similarities and differences between mutualism and parasitism. In your response, be sure to include

  • why lichens can be examples of both types of relationships
  • other examples of mutualism or parasitism

Write your answer in your Answer Book.

The following 4 Sample Student Responses represent a range of score points.

Sample Student Response #1

image of student response

Score for Sample Student Response #1: Rubric Score 1

Annotation: This response contains evidence of some understanding of the question. Minimally effective supporting details are used to describe mutualism (mutualism is when both of the organisms are both being benefited from each other). The definition of parasitism is incorrect. Similarities and differences between mutualism and parasitism are not addressed. Other examples of mutualism and parasitism are not provided. There was no mention as to why lichens can be examples of both types of relationships. Compare to Anchor Paper #1.
Sample Student Response #2

image of student response

Score for Sample Student Response #2: Rubric Score 2

Annotation: This response contains evidence of a basic understanding of the question. A similarity between mutualism and parasitism (they both contain two organisms and at least one needs the other) is provided, and a good additional example of mutualism (crocodiles/ cleaner birds) is given and explained. The parasitism example (bugs eating plants) is incorrect. The description of why lichens can be examples of both lacks necessary supporting details. Compare to Anchor Paper #3.
Sample Student Response #3

image of student response

Score for Sample Student Response #3: Rubric Score 4

Annotation: This response contains evidence of a full and complete understanding of the question. The supporting details are pertinent and complete and provide an integration of ideas. The student describes both similarities and differences between mutualism and parasitism. (The main similarity between parasitism and mutualism is that they are both forms of symbiosis; parasitism: one organism benefits at another creature's expense; mutualism is when both organisms benefit). A description of why lichens can be both is given, and the additional examples of mutualism (suckerfish/shark) and parasitism (beetles/bee larva) are also discussed. Accurate scientific terminology (symbiosis) enhances the response. Compare to Anchor Paper #7.
Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 3

Annotation: This response contains evidence of a good understanding of the question. The supporting details are generally complete. The student correctly identifies why lichens are examples of both mutualism and parasitism. (In harsh environments the fungus and alga demonstrates mutualism; in mild environments parasitism is demonstrated.) Although both relationships are thoroughly explained, including the beneficial and harmful aspects of each, the fungus is incorrectly identified as prey in the parasitic relationship. The student provides an additional example of parasitism (deer/ticks), but the harm to the deer is not mentioned. The other example of mutualism (nitrogen-fixing bacteria/plants) is given and explained. While the similarities between mutualism and parasitism are not included, the differences are more implied than directly stated. More elaboration is needed for a higher score. Compare to Anchor Paper #5.

Additional Resources

Anchor Papers used in scoring

Brief Constructed Response (BCR) Rubric
Print: Scoring Rubric (pdf)
Score 4

There is evidence in this response that the student has a full and complete understanding of the question or problem.

  • Pertinent and complete supporting details demonstrate an integration of ideas.
  • The use of accurate scientific terminology enhances the response.
  • An effective application of the concept to a practical problem or real-world situation reveals an insight into scientific principles.*
  • The response reflects a complete synthesis of information.
Score 3

There is evidence in this response that the student has a good understanding of the question or problem.

  • The supporting details are generally complete.
  • The use of accurate scientific terminology strengthens the response.
  • The concept has been applied to a practical problem or real-world situation.*
  • The response reflects some synthesis of information.
Score 2

There is evidence in this response that the student has a basic understanding of the question or problem.

  • The supporting details are adequate.
  • The use of accurate scientific terminology may be present in the response.
  • The application of the concept to a practical problem or real-world situation is inadequate.*
  • The response provides little or no synthesis of information.
Score 1

There is evidence in this response that the student has some understanding of the question or problem.

  • The supporting details are only minimally effective.
  • The use of accurate scientific terminology is not present in the response.
  • The application, if attempted, is irrelevant.*
  • The response addresses the question.
Score 0

There is evidence that the student has no understanding of the question or problem.

  • The response is completely incorrect or irrelevant or there is no response.

* On the High School Assessment, the application of a concept to a practical problem or real-world situation will be scored when it is required in the response and requested in the item stem.

Updated 2002
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