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 misinterprets what the lines on the graph are showing about the shuttle's movement (solid line…dropping strait down…dotted line…farther).

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 (if you have air molecules then your speed…fast…if you do not have it the space shuttle would be slow).

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 response offers minimal supporting scientific evidence when describing the effect air molecules have on the space shuttle (by forcing the shuttle back instead of forward…use more force).

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 response reflects little synthesis of information by explaining the relationship between air molecules and the speed of the shuttle (Air molecules slow down the shuttle…no molecules…it goes faster).

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 response reflects some synthesis of information in its explanation of the cause-effect relationships between air molecules, friction, heat, and the space shuttle's speed (The air molecules hits the shuttle which results into friction…slows downwards motion of the shuttle and produces…heat.)

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 response provides generally complete scientific evidence to explain the relationship between air molecules and forces acting on the shuttle (The air molecules cause all of the movements or forces…friction…slows it down). Gravity is also mentioned as a force but is not explained accurately.

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 explanation of the counter-acting forces of gravity and friction affecting the space shuttle upon re-entry demonstrates a full integration of scientific concepts and the relationships between air molecules, friction, gravity, and the space shuttle's speed (Air molecules help the space shuttle slow down from friction…even though gravity is pulling down).

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's explanation of how the forces of gravity and friction affect the space shuttle upon re-entry demonstrates a complete synthesis of information (The air molecules… producing friction and decreasing the speed…speed increases because of gravity). The accurate use of scientific terminology strengthens the response (friction, gravity).

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