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Public Release Item Scoring Information Return

Goal 3 Concepts Of Biology

Expectation 3.3 The student will analyze how traits are inherited and passed on from one generation to another.

Indicator 3.3.3 The student will explain how a genetic trait is determined by the code in a DNA molecule.

Assessment Limits:

  • definition of gene (a segment of DNA that codes for a protein or RNA)
  • sequence of nitrogen bases directing protein formation (role of DNA, mRNA, tRNA, rRNA)
  • proteins determine traits

Brief Constructed Response (BCR) Item - Released in 2004

Hemoglobin, a protein found in red blood cells, carries oxygen. Abnormal hemoglobin cannot carry as much oxygen as normal hemoglobin. The sequences below show sections of the DNA sequence that produce both the normal and abnormal types of hemoglobin.

  • Write the messenger RNA sequences that would be produced from the normal and abnormal DNA sequences shown above.
     
  • Using the codon table, write the amino acid sequences produced from the DNA for normal and abnormal hemoglobin.
     
  • Beginning with DNA, describe the process that forms proteins such as hemoglobin.
     
Type your answer in the answer box below.

The following 10 Anchor Papers represent a range of score points and are used in conjunction with the rubric to assess student responses.

Anchor Paper #1

image of student response

Score for Anchor Paper #1: Rubric Score 1

Annotation: This response contains evidence of some understanding of the question. The student gives one correct codon (GAG) that would be produced from the DNA for abnormal hemoglobin. The supporting details are only minimally effective.


Anchor Paper #2

image of student response

Score for Anchor Paper #2: Rubric Score 1

Annotation: This response contains evidence of some understanding of the question. The supporting details are minimally effective. The student identifies the correct RNA sequence that would be produced from the DNA for normal and abnormal hemoglobin and the correct amino acid sequence for both kinds of hemoglobin. The supporting details are minimally effective.


Anchor Paper #3

image of student response

Score for Anchor Paper #3: Rubric Score 1

Annotation: This response contains evidence of some understanding of the question. Correct mRNA and amino acid sequences are given for each kind of hemoglobin. The student attempts to describe the process that forms proteins but most of the description is incorrect. The supporting details are only minimally effective.


Anchor Paper #4

image of student response

Score for Anchor Paper #4: Rubric Score 2

Annotation: This response contains evidence of a basic understanding of the question. The student gives correct mRNA and amino acid sequences for both kinds of hemoglobin. A cursory overview of protein synthesis is given. The supporting details are adequate.


Anchor Paper #5

image of student response

Score for Anchor Paper #5: Rubric Score 2

Annotation: This response contains evidence of a basic understanding of the question. Appropriate mRNA and amino acid sequences are given. The description of protein synthesis is primarily a discussion of transcription (DNA serves as a template for mRNA; nitrogen bases of mRNA join with the corresponding nitrogen bases of DNA) and includes very little about translation (three nitrogen bases code for an amino acid; The sequence of amino acids then code for proteins). Although tRNA is not mentioned, the supporting details are adequate.


Anchor Paper #6

image of student response

Score for Anchor Paper #6: Rubric Score 2

Annotation: This response contains evidence of a basic understanding of the question. Messenger RNA and amino acid sequences for both kinds of hemoglobin are correct. An overview of protein synthesis is provided, and with one exception, (tRNA formed in the ribosome) is generally correct. The supporting details are adequate.


Anchor Paper #7

image of student response

Score for Anchor Paper #7: Rubric Score 3

Annotation: This response contains evidence of a good understanding of the question. The student gives the correct mRNA and amino acid sequences for both kinds of hemoglobin. Generally complete supporting details are used to describe the process of protein synthesis. The use of accurate scientific terminology (transcribed; anti-codons; coded protein) strengthens the response.


Anchor Paper #8

image of student response

Score for Anchor Paper #8: Rubric Score 3

Annotation: This response contains evidence of a good understanding of the question. The mRNA and amino acid sequences for both kinds of hemoglobin are correct. The description of protein synthesis shows some synthesis of information and is strengthened by the use of accurate scientific terminology (start codon; bind amino acids together; polypeptide; stop codon). The discussion of translation is nonspecific and lacks detail. With one exception (tRNA transfers amino acids from the nucleus) the supporting details are accurate and generally complete.


Anchor Paper #9

image of student response

Score for Anchor Paper #9: Rubric Score 4

Annotation: This response contains evidence of a full and complete understanding of the question. The student correctly identifies mRNA and amino acid sequences for both kinds of hemoglobin. Although the discussion of protein synthesis is brief, it is complete and accurate and contains both synthesis of information and accurate scientific terminology (transcription; nucleotides; cap and Poly-A tail; enzymes; endoplasmic reticulum; golgi apparatus). The supporting details are pertinent and complete.


Anchor Paper #10

image of student response

Score for Anchor Paper #10: Rubric Score 4

Annotation: This response contains evidence of a full and complete understanding of the question. Pertinent and complete supporting details are used to fully and accurately describe the process that forms proteins. An integration of ideas is provided through the detailed discussion regarding protein synthesis. Messenger RNA and amino acid sequences for both kinds of hemoglobin are correctly given. The use of scientific terminology enhances this response (transcription; promoter; polymerase enzyme; terminator sequence, translation, anti-codon, peptide bonds, rough endoplasmic reticulum).


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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