School Improvement in Maryland
Public Release Item Scoring Information Return

Goal 3 Concepts Of Biology

Expectation 3.1 The student will be able to explain the correlation between the structure and function of biologically important molecules and their relationship to cell processes.

Indicator 3.1.3 The student will be able to compare the transfer and use of matter and energy in photosynthetic and non-photosynthetic organisms.

Assessment Limits:

  • water cycle (movement of water between living systems and the environment)
  • carbon cycle (movement of carbon between living systems and the environment, cyclic relationship between photosynthesis and respiration)
  • nitrogen cycle (roles of bacteria; human impact)
  • photosynthesis (energy conversion: light, chemical; basic molecules involved)
  • cellular respiration (distinctions between aerobic and anaerobic, energy released, use of oxygen; basic molecules involved in aerobic)
  • chemosynthesis (from inorganic compounds)
  • ATP (energy carrier molecule)

Brief Constructed Response (BCR) Item - Released in 2004

Cardinals are birds that spend the winter in Maryland. Many people feed them sunflower seeds during the winter months. Some of the carbohydrates in the cardinal's diet come from these seeds. Describe

  • the building blocks of carbohydrates
  • how the sunflowers produce carbohydrates
  • how carbohydrates are used by living organisms

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 2

Annotation: This response contains evidence of a basic understanding of the question. The student identifies a building block of carbohydrates (glucose), provides some description of the process (produce glucose through photosynthesis. Using H2O, CO2, and light; C6 H12 O6 {glucose} is created), and states how carbohydrates are used (when glucose is consumed by an animal, the energy can be used or stored for later). The supporting details are adequate.


Sample Student Response #2

image of student response

Score for Sample Student Response #2: Rubric Score 1

Annotation: This response contains evidence of some understanding of the question. Although the building blocks of carbohydrates are incorrectly identified (amino acids), the student names the process that produces carbohydrates (photosynthesis), and states one way carbohydrates are used (as energy [ATP] in living organisms). The supporting details are minimally effective. Compare to Anchor Paper #1.
Sample Student Response #3

image of student response

Score for Sample Student Response #3: Rubric Score 3

Annotation: This response contains evidence of a good understanding of the question. Generally complete supporting details are used to integrate and synthesize ideas. The student identifies the building blocks of carbohydrates (simple sugars or monosaccharides) and describes how carbohydrates are produced (through the process of photosynthesis; when sunlight goes in the plant it is absorbed…in the chloroplast…under goes the Calvin…where the glucose C6 H12 O6 is made.) A brief description of how carbohydrates are used is provided (consuming the glucose…we can then use for quick energy.) The use of scientific terminology strengthens this response (equation for photosynthesis; chloroplast; thylakoids; Calvin Cycle; glucose).


Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 4

Annotation: This response contains evidence of a full and complete understanding of the question. Supporting details are pertinent and complete and are effectively used to provide a synthesis of information. The student gives a thorough description of the building blocks of carbohydrates (monosaccharide or simple sugars; carbon, oxygen, and hydrogen; examples of monosaccharides are glucose, fructose, and galactose), a detailed discussion of how the sunflowers produce carbohydrates (photosynthesis; two steps light reactions and dark reactions are known as Calvin cycle; CO2 + H2O + energy → O2 + C6H12C6 + H2O ) and how carbohydrates are used by living organisms (cellular respiration; glycolysis; which yields 2 ATP; O2 + C6H12C6 → H2O + CO2 + energy). The use of scientific terminology enhances this response (polysaccharide; monosaccharide; simple sugar; glucose; fructose; galactose; light reaction; dark reaction; ATP; glycolysis; fermentation; cellular respiration. Compare to Anchor Paper #8.

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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