Score for Sample Student Response #1: Rubric Score 0

Annotation, Using the Rubric: This response is irrelevant to the question.

Score for Sample Student Response #2: Rubric Score 0

Annotation, Using the Rubric: This response is irrelevant to the question.

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 explain the text feature to be added, “…could have added a pernunciation key.”

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 identify what information could be added to the article, “Why they crush it up with their feet instead of something else…”

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's answer "Why they crush it up with their feet instead of something else…" lacks specific words. For example, the pronoun they should actually be Indians or Aymara. It refers to potatoes, and something else might be a tool or a flat rock. The vague language is a detriment. To improve this response, the reader might suppose that the Aymara used their feet to crush the potatoes, perhaps, because of the weight of the body when stomping or a chemical in the body that is released when the feet come into contact with the potatoes. However, the response does show thought and a degree of careful reading, which prompted the reader to conjecture why feet were used rather than another implement.

Score for Sample Student Response #5: Rubric Score 2

Annotation, Using the Rubric: This response demonstrates a general understanding of the text. The student suggests that “photos” could be added to increase understanding and uses text-relevant information to explain how this would increase understanding “…if somebody…wanted a picture on how to squash potatoes…he would need that photo to guide him….”

Score for Sample Student Response #6: Rubric Score 2

Annotation, Using the Rubric: This response demonstrates a general understanding of the text. The student uses text-relevant information to explain what could be added to the article, “…what kind of stream…what season to make the 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's response is that helpful information would be details about whether a specific kind of stream is needed and whether one season is better than another for preparing freeze dried potatoes. The response does show interaction with the text and evidence of thought. To improve this response, the reader might speculate that the "running water" might further indicate that the stream is special, and that references in the text to "sun" and "the cold" might indicate a season when such weather is common. Connecting information from the text more firmly to additional helpful information would clarify the reader's thinking and explain why the reader felt more information would assist him/her.

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 effectively uses text-relevant information to clarify what is needed to increase understanding and why, “…could have added more captions and pictures to show the process of freeze-drying potatoes…of what they did in order…Even I couldn’t visualize it…it could have helped if…other things besides words…explain the process.”

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 "more captions and pictures to show the process of freeze-drying potatoes" would offer additional help with text comprehension. The reader uses the word "process" to describe what the Aymara do to freeze dry potatoes and then further solidifies an understanding of "process" with the words "what they did in order." Finally, the reader reveals further comprehension by stating that there are "other things besides words to explain the process." To improve this very good response, the sentence that allows "Even I couldn't visualize it well" could be adjusted; only the last words add to the response. The reader might also speculate that the process is important because if the process is not followed exactly, the potatoes might not be properly freeze dried and have to be destroyed.

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 exactly what is needed to increase understanding of the passage and why, “A diagram of the Aymaras making freeze-dried potatoes in order…because it’s confusing. Pictures or diagrams…can show you what they did and how they did it.” The student extends this thought by stating, “diagrams…show you things in order so you can understand better.”

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