Score for Sample Student Response #1: Rubric Score 0

Annotation, Using the Rubric: There is evidence that the student has no understanding of the question. The response is completely incorrect (The role of the organisms is to make a knew gluw to put on wood).

Score for Sample Student Response #2: Rubric Score 0

Annotation, Using the Rubric: There is evidence that the student has no understanding of the question. The response is completely irrelevant (The bacteria in cow bellies it could make wood products and it could help our environment because you need more wood to build houses and to make stuff).

Score for Sample Student Response #3: Rubric Score 1

Annotation, Using the Rubric: There is evidence in this response that the student has a minimal understanding of the question. The student uses minimal scientific evidence to explain how cows depend on grasses within an environment (Cows munch on grass to eat…hlthy…strong).

Score for Sample Student Response #4: Rubric Score 1

Annotation, Using the Rubric: There is evidence in this response that the student has a minimal understanding of the question. The student uses minimal scientific information to explain how cows use grass (cow eats grass) and the role of bacteria in the cow (…helps cow get nutrients).

Score for Sample Student Response #5: Rubric Score 2

Annotation, Using the Rubric: There is evidence in this response that the student has a general understanding of the question. The student uses generally complete scientific evidence to show how the organisms interact (As cows, grasses, and bacteria interact within an environment is that the food chain is their). The student provides some synthesis of information to explain the role of cows as consumers (cows eat grass) and how grass depends on cows (when the cow dies and decompses new grass will grow). Accurate scientific terminology is present (food chain…decomposes).

Score for Sample Student Response #6: Rubric Score 2

Annotation, Using the Rubric: There is evidence in this response that the student has a general understanding of the question. The student provides generally complete scientific evidence to explain the role and dependency of each organism (…bacteria…help digest food that the cows eat the cows eat the plants … bacteria digests te plants).

Score for Sample Student Response #7: Rubric Score 3

Annotation, Using the Rubric: There is evidence in this response that the student has a full and complete understanding of the question. The supporting scientific evidence demonstrates a full integration of scientific concepts to explain the roles of the cow, grass, and bacteria (The cow's job is to eat grass…the grasses's job is to provide energy for the cow, and the bacteria's job is to break down the grass). The response reflects a complete synthesis of information in explaining how the bacteria depend on the cow and the grass (The cow's job is to eat grass to give to the bacteria…bacteria…break down grass into nutrients for itself) and how the cow is dependent on the grass and bacteria (the cow also depends on the bacteria to break down the grass into nutrients…The grasse's…provide energy for the cow).

Score for Sample Student Response #8: Rubric Score 3

Annotation, Using the Rubric: There is evidence in this response that the student has a full and complete understanding of the question. The student provides a complete synthesis of information in explaining how the organisms interact (If there were no grass, the cow would starve. If the cow didn't eat anything, the bacteria would die..If there were no sun, the grass couldn't grow. If the bacteria died, the cow wouldn't be able to function). The student uses accurate scientific terminology to identify the role of each organism (cows are consumers and eat the grass. Grass is a producer and gets its energy from the sun. Bacteria is a decomposer and decomposes the food from the cow's stomach into energy).

Score 3

There is evidence in this response that the student has a full and complete understanding of the question or problem.

• The supporting scientific evidence is complete and demonstrates a full integration of scientific concepts, principles, and/or skills.
• The response reflects a complete synthesis of information, such as data, cause-effect relationships, or other collected evidence.
• The accurate use of scientific terminology strengthens the response.
• An effective application of the concept to a practical problem or real-world situation reveals a complete understanding of the scientific principles. ¹

Score 2

There is evidence in this response that the student has a general understanding of the question or problem.

• The supporting scientific evidence is generally complete with some integration of scientific concepts, principles, and/or skills.
• The response reflects some synthesis of information, such as data, cause-effect relationships, or other collected evidence.
• The accurate use of scientific terminology is present in the response.
• An application of the concept to a practical problem or real-world situation reveals a general understanding of the scientific principles. ¹

Score 1

There is evidence in this response that the student has minimal understanding of the question or problem.

• The supporting scientific evidence is minimal.
• The response provides little or no synthesis of information, such as data, cause-effect relationships, or other collected evidence.
• The accurate use of scientific terminology may not be present in the response.
• An application, if attempted, is minimal. ¹

Score 0

There is evidence that the student has no understanding of the question or problem.

• The response is completely incorrect or irrelevant or there is no response.^{1 2}

Note 1: On the Maryland School Assessment, the application of a concept to a practical problem or real-world situation will be scored when it is required in the response and requested in the item stem.

Rubric Document Date: January 2008