School Improvement in Maryland
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 3.5.2 The student will analyze the interrelationships and interdependencies among different organisms and explain how these relationships contribute to the stabilty of the ecosystem.

Assessment Limits:

  • diversity
  • succession
  • trophic level (producer; consumer: herbivore, carnivore, omnivore, scavenger; decomposer)
  • niche (role of organism within an ecosystem)
  • pyramid (energy, biomass)

Brief Constructed Response (BCR) Item - Released in 2004

A team of scientists conducted a study of a wetland. Using samples collected from the wetland, the scientists estimated the total biomass at each trophic level. Their data are shown below.

Explain the relationship between trophic levels and biomass. In your response, be sure to include

  • the roles of the organisms found at the different trophic levels
     
  • how each trophic level obtains energy
     
  • why the available energy changes at each level
     
  • why the amount of mass differs at each of the trophic levels
     
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 4

Annotation: This response demonstrates a full and complete understanding of the question. An integration of ideas concerning the relationship between trophic levels and biomass is provided through a detailed discussion of the organisms' roles (The first trophic level … make their own food through photosynthesis; The second trophic level … obtain their food from producers; The third level … feed off first level consumers) and the changes in the available energy (only about ten percent of energy is passed on…rest is lost, either in heat, or in being used for metabolism…or through some other life function.) While a synthesis of information is evident throughout the response it is particularly demonstrated within the explanation of biomass (because of the limited energy that is passed on…only a few consumers can survive… the ecosystem cannot support any more life on those levels.) Scientific terminology enhances this response (producers; autotrophs; photosynthesis; first level consumers; heterotrophs; herbivores; omnivores; second level consumers; carnivores; ecosystem).


Sample Student Response #2

image of student response

Score for Sample Student Response #2: Rubric Score 2

Annotation: This response shows a basic understanding of the question. Adequate supporting details are provided. The student includes the roles of the organisms, how each trophic level obtains energy (number 1 is the producer it supplies energy for all the other levels. Number 2 gets its energy from the producers; the third level…eats the herbivore which get 10% of that energy.), and the reason the available energy changes (90% is lost for body heat, eating, urine, and feces). A very brief explanation of why there are differences in biomass is given (each of the different level get only a certain amount of energy). Compare to Anchor Paper #3.
Sample Student Response #3

image of student response

Score for Sample Student Response #3: Rubric Score 3

Annotation: This response demonstrates a good understanding of the question. Although the sun is not incorporated into the discussion of energy sources, generally complete supporting details are used to discuss the roles of organisms and how each trophic level obtains energy (Trophic Level 1 consists of producers…provide energy to the next level; Trophic Level 2…get their energy from producers of level one; Trophic Level 3…get their energy from the primary consumers). Some synthesis of information is demonstrated within the explanation of the change of energy (at each level, energy is lost mostly by heat) and the discussion of biomass difference (the upper level must eat more of the lower to acquire enough energy for itself.) 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 shows some understanding of the question. The roles of the organisms within each trophic level are described (First producers produce the energy and begins the amount of available energy. Then the herbivores then eat the plants; The carnivores eat the herbivores). The 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
/share/clg/xml/public_release/science/2004_352_bio06.xml