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Goal 3 Concepts Of Biology

Expectation 3.4 The student will explain the mechanism of evolutionary change.

Indicator 3.4.2 The student will estimate degrees of relatedness among organisms or species.

Assessment Limits:

  • classification (recognize relationships among organisms; distinguish between prokaryotes and eukaryotes)
  • anatomical similarities (evolutionary relationships; homologous structures)
  • similarities of DNA base and/or amino acid sequence (including results from gel electrophoresis)

Brief Constructed Response (BCR) Item - Released in 2005

Scientists are studying how four species of deer are related. The scientists believe that Species 1 is the common ancestor. The four species have some traits in common. They also have traits that are unique to their species.

Scientists used the process of gel electrophoresis to study the relatedness of the four deer species. The results of their gel electrophoresis study are shown below.

Describe how three species of deer evolved from the common ancestor. In your response, be sure to

  • identify which species is most closely related to the common ancestor; explain your answer using the results of their gel electrophoresis
     
  • identify and describe the process that leads to the development of different species
     
  • explain what factors affect this process in the deer species
     
Type your answer in the answer box below.

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 chooses the correct deer species (number 3) and correctly names the process (natural selection) that leads to the development of different species. More supporting details are needed for a higher score.


Anchor Paper #2

image of student response

Score for Anchor Paper #2: Rubric Score 1

Annotation: This response shows some understanding of the question. The student describes the process (Natural Selection) and proposes a factor (moved to a new habitat) that may have led to the development of different species. The supporting details used to explain natural selection (better suited for its environment; causing each one to adapt differently) are minimally effective. The student does not address the gel evidence for species relatedness.


Anchor Paper #3

image of student response

Score for Anchor Paper #3: Rubric Score 2

Annotation: This response contains evidence of a basic understanding of the question. The student identifies Species 3 and provides an adequate explanation for which species is most closely related to the common ancestor (how many of the traits were alike). The process is named (evolution), and a few specific factors are listed (environment; weather, food supply and company). While most of the details, such as the comparison of the number of common bands, specifically support the student's correct statements, the response lacks an accurate use of scientific terminology and also should include a better description of evolution for a higher score.


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 species most closely related to the common ancestor (species 3) is identified, and adequate support is provided to justify this choice (species 3 has less differences to the common ancestor). The student correctly names the process (evolution) and briefly explains this process (genetic variation; surivaval of the fittest). However, only the general categories of factors that affect evolution (abiotic and biotic) are identified, and no explanation is given as to how these factors affect the process.


Anchor Paper #5

image of student response

Score for Anchor Paper #5: Rubric Score 3

Annotation: This response shows a good understanding of the question. A brief discussion of the gel evidence is provided (the bands of DNA on the gel most closely match). The student uses scientific terminology to strengthen the discussion of natural selection (slowly adapt to that environment; positive mutations; adaptations; better suited). Several factors that affect evolution are also identified (seperation; natural disasters; weather). While the response overall shows a good understanding of the item by stating that mutations lead to adaptations, the student does not address some key elements of natural selection, such as how those adaptations make it more likely that individuals will survive and pass those beneficial traits on to their offspring.


Anchor Paper #6

image of student response

Score for Anchor Paper #6: Rubric Score 3

Annotation: This response shows a good understanding of the question. Using generally complete supporting details, the student directly compares every species on the gel to the common ancestor. Environmental factors that affect evolution are listed and described (a specific type of grass available; climate…warmer and some sort of deer thrives on the heat). However, the description of natural selection is incomplete, as the response fails to address how a trait might have initially occurred or why certain individuals within a population would be more likely to produce offspring with that trait.


Anchor Paper #7

image of student response

Score for Anchor Paper #7: Rubric Score 4

Annotation: This response shows a full and complete understanding with thorough and pertinent supporting details. By reaching a solid conclusion from a fully specified interpretation of the gel evidence, the student synthesizes information regarding why Species 3 is the most closely related. Furthermore, the response completely describes natural selection (organisms that are the best adapted to their environments are able to survive and reproduce more efficiently) and integrates several factors (diet, climate, weather, predators, environment) into a discussion of evolution over several generations (reproduce and pass...from the common ancestor). The accurate use of scientific terminology enhances the response (reproduce; efficiently; offspring).


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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