Score for Sample Student Response #1: Rubric Score 0

Annotation, Using the Rubric: This response is irrelevant to the question, as the information provided is too vague to explain what Grandma’s words and actions show about her.

Score for Sample Student Response #2: Rubric Score 0

Annotation, Using the Rubric: This response is irrelevant to the question. The student defines what an action word is rather than actions of Grandma.

Score for Sample Student Response #3: Rubric Score 1

Annotation, Using the Rubric: This response demonstrates a minimal understanding of the text. The student uses minimal information to show that Grandma “likes the autdors.”

Instructional Annotation: (While the Annotation, Using the Rubric describes the scorer’s explanation for the rubric score, the Instructional Annotation describes how the response might be improved.)
The reader answers that Grandma "likes the outdors," which gives evidence that the student read the text and drew a correct conclusion. To improve this response, the reader should provide text evidence for the claim by noting that Grandma likes bicycle riding, building bird houses, and gardening, which are all outside activities.

Score for Sample Student Response #4: Rubric Score 1

Annotation, Using the Rubric: This response demonstrates a minimal understanding of the text. The student uses minimal information to explain that “Grandma is a busy lady and doesn’t have time to bake cookies.”

Score for Sample Student Response #5: Rubric Score 2

Annotation, Using the Rubric: This response demonstrates a general understanding of the text. The student states that “Grandma’s actions are not like other grandma’s actions.” The student uses text-relevant information to explain this difference, “She rides bikes…has a dog…doesn’t bake cookies.”

Score for Sample Student Response #6: Rubric Score 2

Annotation, Using the Rubric: This response indicates a general understanding of the text. The student states that Grandma is “very energetic and hardworking.” The student uses text-relevant information to explain these ideas, “…she rode her bike and built a bird house.”

Instructional Annotation: (While the Annotation, Using the Rubric describes the scorer’s explanation for the rubric score, the Instructional Annotation describes how the response might be improved.)
The reader answers that Grandma shows energy and hard work and matches these qualifiers with text about Grandma riding her bicycle and building a bird house. To improve this basic response, the reader might clarify Grandma's behaviors by noting that Grandma appears to like being about and engaging in activities rather than sitting and doing nothing.

Score for Sample Student Response #7: Rubric Score 3

Annotation, Using the Rubric: This response demonstrates an understanding of the complexities of the text. The student states that Grandma’s actions show that she “likes to be in the outdoors.” The student effectively uses text-relevant information to clarify how this was shown, “she is bike riding, working in the garden, and taking the dog for a walk.” The student further extends this understanding by explaining that Grandma “made a house for the bluebirds so she likes mother nature.”

Instructional Annotation: (While the Annotation, Using the Rubric describes the scorer’s explanation for the rubric score, the Instructional Annotation describes how the response might be improved.)
The reader answers with a list of Grandma's activities from across the text: riding a bicycle, gardening, walking the dog and draws the conclusion that Grandma enjoys the outdoors. Next, the reader notes that Grandma has built a birdhouse, which indicates her love for nature and concludes with Grandma hugging Beth, which shows her love for her granddaughter. To improve this good response, as a general conclusion, the reader might state that Grandma makes time for many and different activities in a typical day.

Score for Sample Student Response #8: Rubric Score 3

Annotation, Using the Rubric: This response demonstrates an understanding of the complexities of the text. The student effectively uses text-relevant information to clarify how several of Grandma’s traits are shown in her actions, “nice…she took her dog to cheer up people in a nursing home; …busy…did not have time to bake cookies; …fun…she rode her bike with Beth, they built a bird house; …excited…Beth baked …her favorite cookies…”

Score 3

The response demonstrates an understanding of the complexities of the text.

• Addresses the demands of the question
• Effectively uses text-relevant¹ information to clarify or extend understanding

Score 2

The response demonstrates a general understanding of the text.

• Partially addresses the demands of the question
• Uses text-relevant¹ information to show understanding

Score 1

The response demonstrates a minimal understanding of the text.

• Minimally addresses the demands of the question
• Uses minimal information to show some understanding of the text in relation to the question

Score 0

The response is completely incorrect, irrelevant to the question, or missing.²

Note 1:

Text-relevant: This information may or may not be an exact copy (quote) of the text but is clearly related to the text and often shows an analysis and/or interpretation of important ideas. Students may incorporate information to show connections to relevant prior experience as appropriate.

Note 2:

An exact copy (quote) or paraphrase of the question that provides no new relevant information will receive a score of "0".

Rubric Document Date: June 2003