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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 2007

In humans, the allele for having a hairline with a widow’s peak (H) is dominant to having a straight hairline (h).

A woman that is homozygous dominant for having a widow’s peak and a man that is heterozygous for having a widow’s peak have a child. What is the probability that their child will have a widow’s peak? In your response, be sure to include

  • a completed Punnett square
  • the genotypes and phenotypes of the parents
  • the possible genotypes and phenotypes of the child
  • an explanation of how DNA determines a trait such as widow’s peak

Write your answer in your Answer Book.

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. The Punnett square is correct. The information added to the box provides a full and complete description of the parents and child (HH Woman Widow's Peak; Hh Man Widow's Peak; Child's possible genotypes = HH Widow's Peak Hh Widow's Peak). The probability of the child having a widow's peak is correct (100%) and includes an explanation that the genotypes of the parents cause this. An explanation of how DNA determines a trait is provided (DNA controls the trait such as the widow's peak by controlling the proteins that are produced by the body). Synthesis and integration of ideas are present in the explanation linking DNA to hair growth (DNA can code for a certain amount of the protein that has to do with hair growth. If a lot of protein is produced or if it is produced in a certain place then the person's hairline will grow to form a widow's Peak). A summary is included (DNA controls the physical characteristics of an organism by controlling the production of proteins in the cells). Details in this response are full and complete. (Compare to this Level 4 anchor paper.)


Sample Student Response #2

image of student response

Score for Sample Student Response #2: Rubric Score 1

Annotation: This response demonstrates some understanding of the question. The Punnett square is correct. The probability of the child having a widow's peak is implied (the child has the trait for widows peak). A brief, general explanation of how DNA determines a trait is provided (Genes are in DNA that are passed on from generation to generation). Supporting details are only minimally effective. (Compare to this Level 1 anchor paper.)


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. The Punnett square is correct. The parents' genotypes and phenotypes are completely described (woman is HH; phenotype: widow's peak; man is Hh; phenotype: widow's peak). The child's genotypes and the probability of the child having a widow's peak are correct (50% chance … heterozygous [Hh] … they'd have a widow's peak; 50% chance homozygous dominant [HH], resulting in a widow's peak) are correct. An explanation of how DNA determines a trait is provided (Your DNA consists of combined DNA from both your mom, and your dad. You receive traits in alleles … depending on which one's each parent has and what is dominant). Overall, the supporting details are generally complete. (Compare to this Level 3 anchor paper.)


Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 2

Annotation: This response demonstrates a basic understanding of the question. The Punnett square is correct. Genotypes and phenotypes for the parents are clearly listed (Mom; Genotype — HH; Phenotype — widows peak; Dad; Geotype — Hh; widows peak). The possible genotypes (50% HH; 50% Hh) and phenotypes (100% have widow's peaks) of the child are correct. An explanation of how DNA determines a trait is provided (you get half of your moms DNA & half of your dads), and the student relates this concept to the Punnett square (that is why when doing a Punnett Square you use 2 letters). Additional details on how DNA determines a trait are needed for a higher score. (Compare to this Level 2 anchor paper.)


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
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