Score for Sample Student Response #1: Rubric Score 0

Annotation, Using the Rubric: This response is irrelevant to the question. The student describes the King at the beginning of the story.

Score for Sample Student Response #2: Rubric Score 0

Annotation, Using the Rubric: This response is completely incorrect. The King did not have too much work to do and did not like cleaning the castle.

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 how the King changes, “…starting…he hated being King…end…I like being King.”

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 how the King changes, “…hard being a king…uncomfortable…like to be king.”

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 it is "hard being a king because it is uncomfortable" but by the end of the story "the king like to be king." The reader does answer the question and draws a conclusion that the job of the king is uncomfortable. To improve this response, the reader should be specific about what makes the job of king an uncomfortable one: a hard throne, a hot cloak, and a heavy crown, but the king decides that he'll accept the physical discomforts to continue being the king.

Score for Sample Student Response #5: Rubric Score 2

Annotation, Using the Rubric: This response demonstrates a general understanding of the text. The student uses text-relevant information to explain how the King changed, “begining…being King is hard work and being cleaner is simple…traded spots…being a cleaner was 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 that "being king is hard work and being a cleaner is simple" but after trying the cleaner's job "he wanted to be king again because being a cleaner was hard work." The reader answers the question about the king changing and draws the conclusion about the king being "grumpy." To improve this response, the reader could clarify the king's change by noting that the king was no longer grumpy after experiencing and understanding the cleaner's job and realizing that being a king was an easier task.

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 how the King changed, “…first…being a King is much harder…then figures out…hard to clean the windows., wash the floor, polish everywhere…harder so clean then to be King.”

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 explain how the King changed, “…realizing that he might be uncomfortable but cleaning is much harder.” The student clarifies understanding by included questions asked by the cleaner showing the King how much work needed to be done. The student extends this understanding by explaining that “the King realizes that his job is nothing compared to the Cleaner’s.”

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 the king "might be uncomfortable but that cleaning is much harder" and supports the difficulty of the cleaning by citing the questions to the king about cleaning the windows, washing the floor, and polishing everywhere. The reader then clarifies the change by the king realizing "that his job is nothing compared to the cleaners." To improve this response, the reader might note that the change in the king is caused by the comparison of two jobs. For example, the king realizes there are two kinds of work: physical and mental and that he comes to know that physical work is something he does not like.

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 explain how the King changes in the story, “…first, he is ungreatful…every thing isent [isn’t] igsaclty [exactly] as he pictures it.” The student extends understanding by explaining that after “he swiches jobs with the cleaner he reliseis that the cleaner’s job is more difficult then it seems.”

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