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Public Release Item Scoring Information Return

Goal 3 Concepts Of Biology

Expectation 3.2 The student will demonstrate an understanding that all organisms are composed of cells which can function independently or as part of multicellular organisms.

Indicator 3.2.1 The student will explain processes and the function of related structures found in unicellular and multicellular organisms.

Assessment Limits:

  • transportation of materials (role of cellular membranes; role of vascular tissues in plants and animals; role of circulatory systems)
  • waste disposal (role of cellular membrane; role of excretory and circulatory systems)
  • movement (cellular – flagella, cilia, pseudopodia; interaction between skeletal and muscular systems)
  • feedback (maintaining cellular and organismal homeostasis - water balance, pH, temperature, role of endocrine system)
  • asexual (binary fission, budding, vegetative, mitosis: role in growth and repair, chromosome number remains the same) and sexual reproduction (angiosperms, mammals)
  • control of structures (cellular organelles and human systems) and related functions (role of nucleus, role of sensory organs and nervous system)
  • capture and release of energy (chloroplasts, mitochondria)
  • protein synthesis (ribosomes)

Brief Constructed Response (BCR) Item - Released in 2004

All organisms must be able to exchange chemical substances between their cells and their environment. Some organisms are unicellular and others are multicellular. These organisms have different strategies to obtain and use these chemical substances.

  • What chemical substances must be exchanged between each organism and its environment?
     
  • Describe the processes that cause these chemical substances to move into and out of cells.
     
  • Describe the role of the cell membrane in the exchange of materials in both types of organism.
     
  • Describe the role of body systems in the exchange of materials in a multicellular organism.
     
Type your answer in the answer box below.

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. Adequate supporting details are provided, including a list of chemical substances that are exchanged with the environment (oxygen, carbon dioxide, nitrogen, and carbon) and the names of two processes of movement (endocytosis and exocytosis). A weak description of the cell membrane's role (helps the chemicals get into and out of a cell) and a brief description of the role of body systems in the exchange of materials (circulatory system carries chemicals to all the cells; respiratory system brings chemicals inside the body; digestive system also nourishes the human body) is provided. Compare to Anchor Paper #3.
Sample Student Response #2

image of student response

Score for Sample Student Response #2: Rubric Score 3

Annotation: This response contains evidence of a good understanding of the question. The student names substances that are exchanged (food, minerals, wastes) and provides some synthesis of information in the discussion of processes involved (diffusion and osmosis…substances moving down the concentration gradient; osmosis refers only to water; active transport, which requires energy; endocytosis involves surrounding part of the environment; exocytosis is the reversal of this process.) Several body systems are briefly discussed (respiratory system exchanges gases; digestive system takes in food; excretory system removes waste.) The role of the cell membrane is not addressed. Supporting details are generally complete. Compare to Anchor Paper #6.
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. A complete integration of ideas occurs across all aspects of the question. The student names specific chemical substances (oxygen and water). Processes that cause substances to move are described in detail (diffusion… substance moves from high to low concentration; passive transport allows substances to pass through spaces in the cell membrane; active transport…involves the movement of a substance through a special protein channel.) The role of the cell membrane is given (let…molecules to passively transport into the cell). The student discusses the body systems (takes in oxygen through the respiratory system; it is carried around to the necessary cells in the circulatory system) in correlation to the exchange of materials. Scientific terminology strengthens this response (diffusion; passive transport; phosphate - lipid bilayer; active transport; facilitated diffusion.) Compare to Anchor Paper #7.
Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 1

Annotation: This response contains evidence of some understanding of the question. The student gives a list of substances that are exchanged between organisms and their environment (waste and water) and provides a weak description of the role of the cell membrane (must decide what gets in and out of a cell). Body systems are mentioned, but not specifically discussed. While processes are named (diffusion and osmosis), no description is provided. Supporting details are minimally effective.


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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