Score for Sample Student Response #1: Rubric Score 0

Annotation, Using the Rubric: The response is irrelevant to the question. The student is explaining what a sub-title is rather than suggesting another title for the article.

Score for Sample Student Response #2: Rubric Score 0

Annotation, Using the Rubric: The response is completely incorrect. The title suggested does not relate to the main idea of this article.

Score for Sample Student Response #3: Rubric Score 1

Annotation, Using the Rubric: The response demonstrates a minimal understanding of the text. The student suggests a new title for the article, “How many different orneds [kinds] of potatoes.”

Score for Sample Student Response #4: Rubric Score 1

Annotation, Using the Rubric: The response demonstrates a minimal understanding of the text. The student suggests a new title, “The Indians First Freeze-dried food” and uses minimal information to explain why this is a good title, “…because the Indians where the ones that came up with it…”

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 provides a title: "The Indians First Freeze-dried food" and offers the reason for the addition of "Indians" to the original title that they "where the ones that first made it." To improve this response, the reader might cite the text by referencing the alternate methods of drying, freezing, drying, and freezing again that was developed by the Aymara Indians.

Score for Sample Student Response #5: Rubric Score 2

Annotation, Using the Rubric: The response demonstrates a general understanding of the text. The student suggests a new title, “Aymara Indians Freeze-Dried Potatoes” and uses text relevant information to explain why this is a good title, “…because they mostly talked about how the Aymara Indians freeze-dried potatoes.” The student adds some information to explain how the Indians freeze dried the potatoes, “…they would put them up on a mountain…to freeze them.”

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 provides a title: "Aymara Indians Freeze-Dried Potatoes" and gives a detailed account of the difference between the drying and freezing processes. To improve this response, the reader might extend the explanation by sharing that the Aymara discovered many years ago a process that machinery now provides.

Score for Sample Student Response #6: Rubric Score 2

Annotation, Using the Rubric: The response demonstrates a general understanding of the text. The student suggests a new title, “Freeze Dried potatoes” and uses text relevant information to explain why this is a good title, “…in paragraph 3 ‘The Aymara Indians who were native to peru were the first to find out how to freeze dry potatoes…so basicly the passage talks about Freeze dried potatoes.”

Score for Sample Student Response #7: Rubric Score 3

Annotation, Using the Rubric: The response demonstrates an understanding of the complexities of the text. The student suggests a new title, “The History of Freeze Dried Potatoes.” The student effectively uses text relevant information to clearly explain why this is a good title for the article, “…tells you that potatoes are a big part of the Peruvian diet…Peruvian art shows the potato…as far back as 400 A.D….what some Peruvians do to make freeze dried potatoes.”

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 provides a title: "The History of Freeze Dried Potatoes" and supports the idea of a history by using text support and then continues with a slight reference to the process of freeze drying. To improve this response, a reader might assert that because the potato appeared in writing in 1553 and in art around 400 AD, that proves or clarifies the inclusion of the word "history" in the suggested title.

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