School Improvement in Maryland
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 2005

Mammals are exposed to a variety of outside temperatures. However, they are able to maintain a constant internal body temperature.

Describe ways that mammals warm and cool themselves in response to their environment.

Include in your response

  • an example of a mammal and its environment
  • both body structures and activities they use
  • specific examples of both warming and cooling

Write your answer in your Answer Book.

The following 7 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 shows some understanding of the question. The student identifies a mammal (human), a body structure (hair), and an activity (run around) for warming. Bullet three is not addressed. The supporting details are minimally effective.


Anchor Paper #2

image of student response

Score for Anchor Paper #2: Rubric Score 1

Annotation: This response shows evidence of some understanding of the question. The student identifies a mammal (human) and gives an example of an activity they use to warm themselves (shiver) and an activity they use to cool themselves (sweat). No body structures are given and no further details about the activities are provided. The supporting details are only minimally effective.


Anchor Paper #3

image of student response

Score for Anchor Paper #3: Rubric Score 2

Annotation: This response shows a basic understanding of the question. The student names a mammal (horse) in an appropriate environment (outside in the summer). Body structures used in warming (hair; muscles) and related activities (stands up; shiver), along with a brief, but adequate, explanation of how these structures warm the animal (holding in the heat; activity in the muscles), add to the response. The student provides a brief description of sweating (evaporate; cool). The supporting details are adequate. Scientific terminology (homeostasis) is present in the response, though the student merely states the term without any discussion or definition.


Anchor Paper #4

image of student response

Score for Anchor Paper #4: Rubric Score 2

Annotation: This response shows a basic understanding of the question. The student correctly suggests panting in dogs as a cooling activity and uses adequate supporting detail to describe this cooling mechanism (allows heat to escape through its tongue and mouth). Fewer details are given regarding sweating and shivering, but including sweat glands as a body structure in the discussion provides additional support. Although some scientific terminology (homeostasis) is present in the response, the student merely states the term without any discussion or definition. More supporting details are needed for a higher score.


Anchor Paper #5

image of student response

Score for Anchor Paper #5: Rubric Score 3

Annotation: This response indicates a good understanding of the question. Several mammals are identified (wolves; humans; bears; wales), along with several body structures (fur; sweat glands; blubber) and activities (perspiration; hibernating). Supporting details are generally complete. A description of one cooling process is provided (perspiration to cool themselves… sweat glands located in the skin…glands release liquid to cool the body). A brief description of one warming structure is given (wales…keep themselves warm in cold water because they have an insulating layer of blubber underneath their skin).


Anchor Paper #6

image of student response

Score for Anchor Paper #6: Rubric Score 3

Annotation: This response indicates a good understanding of the question. Many mammals are identified (pig; elephant; polar bear; whale), along with several body structures (blood vessels; fur; blubber). The student shows the ability to synthesize information by connecting several ideas among different mammals (blood vessels close to the surface of its skin…breezes and air currents cool the blood; fur…that traps air…which keeps the polar bear warm; blubber creates an insulating coat against cold water; throw dirt…onto their backs to block the sun; roll in the mud to block the sun and keep them cool.) The supporting details are generally complete.


Anchor Paper #7

image of student response

Score for Anchor Paper #7: Rubric Score 4

Annotation: This response represents a full and complete understanding of the question. The student synthesizes ideas into complete explanations of how mammals maintain constant internal body temperatures (skin contains nerve endings which…can dilate [blood vessels] in heat to allow the release [of heat]…can shrink [blood vessels] when temperatures are cool, preventing the escape of heat; trigger sweating, a method of cooling…when this water evaporates, heat is released; in cooler seasons…mammals, such as dogs, grow more fur to insulate [trap] heat; during summer…dogs shed fur). Scientific terminology (nerve endings; veins and arteries; secreting; evaporates; cardiovascular system; dilate; water vapor) enhances the response. The supporting details throughout this response are pertinent and complete.


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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