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 irrelevant to the question (the animals might diey and the would be less animals).

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 incorrect (because all the smoking and all the cars out there that make smoke and ozo).

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 provides little synthesis of information to explain how low-level ozone pollution is produced (ozone pollution is produced by smog).

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 provides little synthesis of information to explain why the ozone pollution decreased (because of the Clean Air Act).

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 provides generally complete supporting scientific evidence and some synthesis of information by explaining the cause of ozone pollution (pollution is mixed with suns rays) and a possible cause of the decrease in ozone pollution (because factories weren't making as many particles…another reason…is because of the clean air act).

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 some synthesis of a cause-effect relationship by explaining the cause of ozone pollution (cars, factories, and more) and a possible cause of the decrease in ozone pollution (people might have started walking to work instead of driving…cars are using different fuel…factories might stop producing some much smoke).

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 student provides supporting scientific evidence that is complete and demonstrates a full integration of scientific concepts (produced when sunlight and pollution from factories are combined…decreased because there wasn't many sunny days in the year). This response reflects a complete synthesis of information, providing relationships between the causes of ozone pollution and the possible causes of a decrease in ozone pollution (factorie pollution also creates ozone [pollution]…factories could not have been making a lot of things).

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 supporting scientific evidence that is complete and reflects a complete synthesis of information, explaining relationships between the causes of ozone pollution (when sunlight reacts with pollutants) and the possible reasons for a decrease in ozone pollution (the city isn't using as much gas and smog…people could have biked…instead of using cars…they stopped using that one factory).

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