The following 4 Sample Student Responses represent a range of score points.

Score for Sample Student Response #1: Rubric Score 4

Annotation: There is evidence in this response that the student has a full and complete understanding of the question. The student uses pertinent and complete supporting details that demonstrate an integration of ideas throughout, reflecting a complete synthesis of information. The student explains why average beak thickness changed between wet (average beak thickness decreased; more of the birds with thin beaks would have survived and reproduced) and dry years (fewer of the birds with thin beaks would have survived; more of the birds with thick beaks would have survived and reproduced; average beak thickness therefore increased). The student also explains how beak thickness would have changed if the next ten years were wet years (would cause the average beak thickness to decrease). Using accurate scientific terminology, the student integrates ideas about natural selection (mutation; gene; genotypes) into the discussion of changes in the average beak thickness (birds have either thick or thin beaks; survive and reproduce; change in the gene pool; population of birds begins to adapt). (Compare to this Level 4 anchor paper.)

Score for Sample Student Response #2: Rubric Score 1

Annotation: There is evidence in this response that the student has some understanding of the question. Although the student identifies the process that led to the change (evolution), the response focuses on changes in the individual organism, not the population. The explanation for why the average beak thickness changed is general (birds will smaller beaks can get to the seeds; in the opposite season the larger beaked bird…will eat the seeds). The student incorrectly identifies how beak thickness would have changed if the years 1986 to 1996 were wet years (could be adapting to the enviornment and developing a medium sized beak). The supporting details are only minimally effective. (Compare to this Level 1 anchor paper.)

Score for Sample Student Response #3: Rubric Score 2

Annotation: This response shows, through adequate supporting details, a basic understanding of the question. The student explains why average beak thickness changed between wet and dry years (like natural selection; in the dry years, the thinner beaked birds die). The student addresses the second part of the question (slowly the thinner beaked population would increase and the thicker would decrease; natural selection would lead to this change). (Compare to this Level 2 anchor paper.)

Score for Sample Student Response #4: Rubric Score 3

Annotation: There is evidence in this response that the student has a good understanding of the question. The response shows some synthesis of information as the student explains why average beak thickness changed between wet (thinner beaks…reproduced more and the population grew; they were the favorable ones) and dry years (thicker beaks…found more food, continued to reproduce, and their population grew). The student explains how beak thickness would have changed if the next ten years were wet years (birds with thin beaks would be favorable). The student names the process leading to changes in beak thickness (natural selection). Supporting details are generally complete. The use of accurate scientific terminology (favorable; reproduced; population) strengthens the response. (Compare to this Level 3 anchor paper.)

Anchor Papers used in scoring