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

Score for Sample Student Response #1: Rubric Score 2

Annotation: This response demonstrates a basic understanding of the question. The process is identified (adaptation; they evolved). A discussion of food availability provides adequate supporting details for the steps of the process (scarcity of cacti in land, one species of the iguana [marine iguana] was able to adapt to food that can be found in the ocean; the other species [land iguana] stayed on cacti). The effect of rats, cats, and goats is adequately described (Rats and cats eat iguanas which then decreases the iguana population [both species]; goats feed on cacti, land iguanas have to compete with them for survival). Speculation on future trends (after another million of years land iguanas will also be able to adapt to eat algae due to food scarcity) supports the understanding that evolution is a slow process affected by environmental pressures. (Compare to this Level 2 anchor paper.)

Score for Sample Student Response #2: Rubric Score 4

Annotation: This response demonstrates a full and complete understanding of the question. All major components contributing to evolution are integrated into the discussion (Natural selection is when an organism best suited for its environment survives longer; produce more offspring with the trait; Adaptations … enable it to survive; Genetic variation; produce more offspring with the same trait; mutation is a change in DNA). The student relates a trait enhancing survivability to the environment, showing synthesis of information (had a certain adaptation that helped them survive on land; or their own specific food source). Synthesis of information continues as evolutionary ideas are carried through to the effect of rats, cats, and goats (cause them to evolve; return to the ocean; lay their eggs under water; lay their eggs in trees; eat different food). Terminology enhances the response (Adaptation; Genetic variation; mutation; niche). (Compare to this Level 4 anchor paper.)

Score for Sample Student Response #3: Rubric Score 1

Annotation: This response demonstrates some understanding of the question. The process is identified (evolution). The description of the steps involved in evolution is general (slowely but surely changing over time through each generation). A few effects of cats, rats, and goats on iguana species are provided (iguanas could start to die down; marine iguanas will be more abundant than the land iguanas), and some explanation is given (because rats and cats feed on them; goats are eating the cacti, which isn't what the marine iguanas eat). Supporting details are only minimally effective. (Compare to this Level 1 anchor paper.)

Score for Sample Student Response #4: Rubric Score 3

Annotation: This response demonstrates a good understanding of the question. The process is identified (evolutation). The description of the steps involved in the process is generally complete (limited amount of food in land with higher competion; land iguanas could have swim in the water and found organism that they can eat and survive, and over the generation the favorable trait developed; send down to generation after generation until the trait developed so different that the land and marine iguanas are different species). The explanation of the effects of rats, cats, and goats includes not only effects on the iguana populations but also the possibility of further evolution (decreasing number of marine and land iguanas since the egg or young iguanas will be eaten; land iguanas will look for another place to adapt for survival since goat eats cacti; create extinct of the land iguanas or evolutation of land iguanas). Terminology strengthens the response (competition, favorable trait; resources). (Compare to this Level 3 anchor paper.)

Anchor Papers used in scoring