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 what Fosbury's experience suggests, "if at first you don't succeed, keep trying."

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 what Fosbury's experience suggests, "you don't have to do anything the traditional way…you can create your own way of doing 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 answers “for anyone facing a challenge” doing something in a non-traditional way may work and then continues “if something doesn’t work for you, you can create your own way of doing it.” To improve this response, the reader should supply text support for the Fosbury Flop which is a non-traditional way of clearing a high-jump bar. An extension of that idea might be that experimenting with a variety of approaches to a challenge might yield multiple ways to be successful.

Score for Sample Student Response #5: Rubric Score 2

Annotation, Using the Rubric: This response demonstrates a general understanding of the text. The student explains what Fosbury's experience suggests, "if you are facing a challenge, find a way to get through it in a way that works for you." The student uses text-relevant information to support this idea, "If your solution seems strange and is not widely accepted, keep it up. It might even become very popular and famous."

Score for Sample Student Response #6: Rubric Score 2

Annotation, Using the Rubric: This response demonstrates a general understanding of the text. The student provides two things that are suggested by Fosbury's experience, "you should not give up" and "doing what everybody else is doing isn't always the right thing." Text-relevant information is used to support these ideas, "story says that 'Coach Berny Wagner also tried to get him to return to the traditional jumping style.', but he didn't," and "Fosbury succeded because he tried something different."

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 supplies two answers to facing a challenge: refusing to give up and refusing to follow the ways of others and offers text support for the second answer. To improve this response, the reader might select one of those answers and fully support the answer with appropriate text. For example, choosing to approach a challenge in one’s own way is supported when Fosbury did not listen to his coach’s advice but was able to succeed in clearing the high-jump bar. Then the reader might clarify that idea by stating that creative thinking supplied a different technique that won Fosbury a gold medal.

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 explains that, "you have to believe in yourself and have perserverance" with text-relevant support, "If Fosbury hadn't believed in himself, he wouldn't have gotten very far." The student then clarifies this idea by noting "If Fosbury listened to his coach, he may have never become famous. However, he perservered and won an Olympic gold medal."

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 suggests that Fosbury's experience shows to "never give up, even when the odds are against you." Text-relevant information is used to clarify this idea, "try to look at what you are doing in another way…At first, Fosbury couldn't get over 5 ft. 4 in….and within his search of a way to make jumping easier, he discovered/made a new technique."

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 “anyone facing a challenge should never give up, even when the odds are against you” and supports this statement with Fosbury being unable to clear the high-jump bar in the accepted way but “Fosbury didn’t give up.” The reader clarifies that Fosbury’s new technique actually made “jumping easier.” To improve this response, the reader might focus on making high jumping easier for Fosbury and other high jumpers. By creating a different and easier means of accomplishing the jump, Fosbury also created a way for old records to be broken and new records to be set.

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