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 completely incorrect.

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 compare himself to Alex, “I have had to make choices like that.”

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 compare a neighbor with Alex, “…makes sure the date is good for them too.”

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 “my neighbor Laurie, is like Alex” and shares that Laurie is considerate when making plans with her friends. The reader minimally answers the question and implies rather than expresses that it is being thoughtful that makes his/her friend and the character alike. To improve this response, the reader should address more of the text that will show that the character Alex is a good match for Laurie. For example, when Alex is offered the transfer to another team he thinks about the effect his absence will create with his friends as well as himself and opts to stay and be supportive of his friends. The addition of details about Alex will adjust the imbalance in this response.

Score for Sample Student Response #5: Rubric Score 2

Annotation, Using the Rubric: This response demonstrates a general understanding of the text. The student identifies her friend Megan as being like Alex in that both think before they act, and uses text-relevant information to draw parallels between the two, “Alex thought over whether he should go on the Pirates team or not. Megan decides is she shouldn’t do something with her friends that seems wrong…”

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 character Alex is like a friend named Megan because both of them “think before they act.” Next a text support is offered for the character’s behavior followed by an authentic support for Megan’s behavior. The last sentence neither adds nor detracts from the response. To improve this response, the reader might draw a conclusion about this particular behavior by stating that thinking before a person acts could in the case of the fictional character and the real friend prevent future problems or help keep friendships strong.

Score for Sample Student Response #6: Rubric Score 2

Annotation, Using the Rubric: This response of the text. The student identifies with Alex because “I’d rather have fun and be with my friends, rather than to win every game.” The student uses text-relevant information to explain this similarity, “Alex turned down the offer to go to a better team…I was offered to go to…best teams…I too turned down the offer.”

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 identifies with Alex and effectively uses text-relevant information to clearly explain how they are alike, “…have had decisions to make…had friends on teams…stuck with.” The student extends understanding by stating, “…both loyal to friends…both know what is right and wrong.”

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 compares herself to Alex, “My friend wants me to play basketball this season. She keeps trying to convince me, just like Darren did with Alex,” and effectively uses text-relevant information to clarify understanding, “I love my friend like a sister, but my puppy is family, and I know he needs me more, just like what Alex thought about with the Tigers.”

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 he/she is “somewhat like Alex” because both were being courted by friends to sports teams. Like Alex, the reader thought about the consequences of accepting the offer but decided not to join a team because of the needs of another. Finally, the comparable relationship between the character and the reader is clarified. To improve this response, the reader might detail more of Alex’s relationship with the Tigers team and the team’s need of him by noting that Alex is a good player who not only is acceptant of the problems of other team members but is also an individual around whom team members can rally.

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