Score for Sample Student Response #1: Rubric Score 0

Annotation, Using the Rubric: This response is irrelevant to the question. The student describes the actions of the cleaner without explaining what the actions tell about the cleaner.

Score for Sample Student Response #2: Rubric Score 0

Annotation, Using the Rubric: This response is completely incorrect. There is no evidence in the text that the King is cruel.

Score for Sample Student Response #3: Rubric Score 1

Annotation, Using the Rubric: This response demonstrates a minimal understanding of the text. The student minimally explains what the words and actions of the cleaner show that the cleaner is smart because “she showed the King that beaing a King is esey and cleaning is heard.”

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 “The clearner is smart” and offers minor support about what the cleaner is able to prove about the two jobs. To improve this response, the reader should be more specific about how being a king is easy and being a cleaner is difficult and could clarify that the cleaning job is hard because it requires physical effort.

Score for Sample Student Response #4: Rubric Score 1

Annotation, Using the Rubric: This response demonstrates a minimal understanding of the text. The student explains that the words and actions of the cleaner show that he is “a loyal and trustworthy person.”

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 the cleaner is “very loyal” and uses text-relevant information to explain how his words and actions of the cleaner show this, “he does everything the King tells him to do…calls him your majesty….”

Score for Sample Student Response #6: Rubric Score 2

Annotation, Using the Rubric: This response demonstrates a general understanding of the text. The student explains that the words and actions of the cleaner make him seem “crafty.” The student uses text-relevant information to explain that the cleaner “tricked the King in to letting him sit on the throne…says yes to the Kings requests.”

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 responds that the cleaner is “crafty” and supports this idea with the detail that the king allowed the cleaner to sit on the throne and that the cleaner complied with all of the king’s requests. To improve this response, the reader should explore why the cleaner agreed to all of the king’s demands. For example, were the requests agreed to because the cleaner wanted to show the king that he should be pleased with his own job? Or the reader might forge a connection between the assertion that the cleaner is crafty and the statement about the cleaner agreeing to the king’s requests.

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 describes the cleaner as “wise,” and effectively uses text-relevant information to explain how the cleaners words and actions supports this description, “…he switches jobs with the king to show him things are not all that they seem.” The student extends understanding by explaining how the cleaner points out the various jobs that need to be done so the King would, “…relize is not so easy to clean the palace.”

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 describes the cleaner as “tricky…in a good way.” The student effectively uses text-relevant information to explain how the cleaner’s words and actions demonstrate how the cleaner taught the king that “things are harder then they look.” The student extends understanding by explaining how the cleaner asked the King several questions to be point out to the King how much work was to be done and the King’s reaction, “…That is hard work.”

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 the cleaner “is tricky, but in a good way” and offers extensive support for the assertion. The reader extends the idea by stating the cleaner “is good” at being tricky and offers support that demonstrates how the cleaner is successfully tricky. To improve this response, the reader might discuss how the trick was beneficial to the king because he learned about the difficulties of another job in his kingdom and thereby might become a better ruler.

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