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"Scientific Models Make the Case for Indirect Evidence" Informational/Explanatory Writing

LDC Task

"Scientific Models Make the Case for Indirect Evidence" Informational/Explanatory Writing

Grade Levels

10th Grade, 9th Grade

Course, Subject

Chemistry, English Composition, Reading and Writing in Science and Technical Subjects
Related Academic Standards
CC.1.2.9-10.A CC.1.2.9-10.A
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CC.1.2.9-10.B CC.1.2.9-10.B
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.
CC.1.2.9-10.C CC.1.2.9-10.C
Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
CC.1.2.9-10.D CC.1.2.9-10.D
Determine an author’s particular point of view and analyze how rhetoric advances the point of view.
CC.1.2.9-10.F CC.1.2.9-10.F
Analyze how words and phrases shape meaning and tone in texts.
Expand
  • Big Ideas
    A technological world requires that humans develop capabilities to solve technological challenges and improve products for the way we live.
    Cells have organized structures and systems necessary to support chemical reactions needed to maintain the living condition.
    Changes in matter are accompanied by changes in energy.
    DNA segments contain information for the production of proteins necessary for growth and function of cells.
    Each area of technology has a set of characteristics that separates it from others; however, many areas overlap in order to meet human needs and wants.
    Eukaryotic cells can differentiate and organize making it possible for multicellularity.
    Evolution is the result of many random processes selecting for the survival and reproduction of a population.
    Forces can act upon an object to change the position, direction, and/or speed of its motion.
    Hereditary information in genes is inherited and expressed.
    Life emerges due to the chemical organization of matter into cells.
    New cells arise from the division of pre-existing cells.
    Organisms obtain and use energy to carry out their life processes.
    Organisms on Earth interact and depend in a variety of ways on other living and nonliving things in their environments.
    Organisms share common characteristics of life.
    Structure is related to function at all biological levels of organization.
    Technological design is a creative process that anyone can do which may result in new inventions and innovations.
    Technological literacy is the ability to use, assess and manage technology around us.
    Through a variety of mechanisms organisms seek to maintain a biological balance between their internal and external environments.
  • Concepts
    A cell’s interior is separated or compartmentalized from the environment by a phospholipid bilayer plasma membrane.
    A multicellular organization enables life functions such as movement, digestion, internal circulation of nutrients, excretion of waste and reproduction to be subdivided among specialized groups of cells.
    A technological design & problem solving process changes ideas into a final product or system.
    According to the law of conservation of mass, a chemical change can be represented by a balanced chemical equation.
    Active transport moves atoms, ions and small molecule mostly against a concentration gradient and requires an expenditure of energy.
    Active transport of larger substances and subcellular structures occurs through endocytosis and exocytosis.
    All cells go through a cell cycle.
    All forms of life on Earth are connected in a Biosphere.
    ATP molecules store usable chemical energy to drive life processes through coupled reactions.
    Biological levels of organization from smallest to largest include: atoms, molecules, organelles, cells, tissues, organs, organ systems, multicellular organisms, populations, and communities.
    Biological molecules produced by a cell can be used by the cell or transported outside for use by other cells.
    Bio-related technologies are the processes of using biological mater to make or modify products.
    Bio-related technologies are the processes of using biological organisms to make or modify products.
    Both passive and facilitated diffusion move materials along a concentration gradient without energy.
    Carbohydrates, lipids, proteins, and nucleic acids are the chemical foundations for life.
    Carbon rings and chains form the backbone of all biological molecules.
    Cell differentiation occurs many times during development of a multicellular organisms giving rise to a diversity of cell types.
    Cells are composed mostly of: C, H, N, O, P, and S.
    Cells are the basic unit of structure and function for all living things.
    Cells come only from the division of a pre-existing cell.
    Cells function as microscopic chemical factories synthesizing and degrading biological molecules necessary for life.
    Cells grow when they can take in more nutrients through their plasma membranes than they can metabolize in their interior. Cells may divide when their metabolism exceeds nutrient absorption.
    Cells occur in two basic forms: Prokaryotes (Bacteria and Archaea) and Eukaryotes (all other cells).
    Cells that have differentiated to perform specialized functions rely on the collective function of other specialized cells within a multicellular organism to maintain their living condition.
    Cellular respiration is the process by which potential chemical energy in the bonds of glucose is transformed into potential chemical energy in the bonds of ATP.
    Changes in matter can be chemical, physical, or nuclear.
    Changes in temperature are accompanied by changes in kinetic energy which can result in changes in the states of matter.
    Chemical reactions and processes necessary for life are carried out in cytoplasm or organelles within a eukaryotic cell’s protoplasm.
    Common anatomical and/or genetic structures and behaviors demonstrate that species have evolved from common ancestors.
    Communication is the process of composing, sending, and receiving messages through technology.
    Communication is the process of composing, sending, and receiving messages using technological devices.
    Construction is the process of turning materials into useful structures.
    Construction is the process of turning raw materials into useful structures.
    Different types of cells and tissues combine to form distinct structures known as organs which perform specific functions.
    DNA contains the complete set of instructions, the genetic code, for building and running an organism.
    During the process of meiosis genetic recombinations may occur contributing to genetic variability within a population.
    Energy and power technologies are the processes of converting energy sources into useful power.
    Energy and power technologies use processes to convert energy into power.
    Energy is converted from one form to another as it moves through a food chains and food webs.
    Enzymes are special proteins designed to catalyze most biochemical reactions that otherwise would not occur.
    Eukaryotic cells first divide their nucleus and then divide their cytoplasm to make new cells.
    Evolution occurs when the gene frequency of alleles in a population shifts to confer survial and reproductive success.
    Factors that can affect the rate of a chemical change include temperature, concentration, nature of the reactant, and catalyst.
    Forms of energy are required to maintain life.
    Glycolysis is the foundation of both aerobic and anaerobic respiration. Glycolysis, through anaerobic respiration, is the main energy source in many prokaryotes.
    Homeostasis dynamically returns biological changes (body temperature, osmolarity, blood pressure, pH, blood glucose, etc.) to balance by modifying chemical reactions, adjusting energy transformations, and responding to environmental changes.
    In a technological world, inventions and innovations must be carefully assessed by individuals and society as a whole.
    Innovation is the process of improving an existing product, process, or system.
    Innovation is the process of modifying an existing product, process, or system to improve it.
    Invention is a process of creating new products, processes, or systems.
    Invention is a process of turning ideas and imagination into new products, processes, or systems.
    Inventions and innovations must be carefully assessed by individuals and society.
    Limiting factors can cause population fluctuations or extinction in a given ecosystem.
    Liquid water forms hydrogen bonds, is a solvent, and forms hydronium ions allowing a wide range of biochemical reactions to occur.
    Manufacturing is the process of turning materials into useful products.
    Manufacturing is the process of turning raw materials into useful products.
    Many biological molecules are polymers made from monomers that contain carbon chemically bound with other elements.
    Many synthesized polypeptides require additional processing to acquire their active, three-dimensional structures.
    Matter exists naturally in 3 states on earth: solid, liquid, and gas.
    Matter flows through an ecosystem using a variety of natural cycles.
    Meiosis involves a two-step nuclear division reducing the number of chromosomes in half – producing gametes.
    Models and graphs can be used to determine the presence or absence of unbalanced forces.
    Molecular structure is related to function.
    Molecules, ions and water move in and out of the cell through a variety of mechanisms.
    Most biochemical reactions require an input of energy.
    Mutations alter a gene's genetic information, resulting in a change in the protein that is made, or how or when a cell makes that protein. Most mutations are evolutionary neutral.
    Newton’s three laws of motion can be used to explain and measure the motion of objects.
    One or more pairs of genes on one or more chromosomes code for the expression of inherited traits.
    Organ systems function to meet an organism’s needs.
    Organisms adapt to changes in their environments.
    Organisms and their environment are interdependent.
    Organisms are made up of simpler units called cells.
    Organisms can reproduce their own kind using DNA.
    Organisms grow, develop and eventually die.
    Organisms need light and/or chemicals to make cellular protoplasm.
    Organisms obtain and use energy through photosynthesis or cellular respiration to carry out their life processes.
    Organisms release waste chemicals produced by cells.
    Organisms seek to maintain homeostasis at all biological levels of organization.
    Organs work together as a system to perform common functions.
    Osmosis is the diffusion of water from an area of lower solute concentration (more aqueous solution) across a membrane to an area higher solute concentration (less aqueous solution).
    Passive transport depends on the diffusion of substances with a concentration gradient moving across a membrane from an area of higher concentration to an area of lesser concentration without energy.
    Patterns of inheritance reflecting how genes interact and express themselves (including dominant, recessive, codominance, incomplete dominance, sex-linked, sex-influenced, multiple alleles) can be predicted, observed and described.
    People select, create, and use science and technology and are limited by constraints (e.g. social and physical).
    People select, create, and use technology.
    Photosynthesis is the process that transforms light energy into potential chemical energy.
    Prokaryotic cells divide via binary fission.
    Pushes, pulls, friction, and gravity are forces that can act upon an object to change its position, direction, and/or speed.
    RNA is necessary for protein synthesis from DNA.
    Safety is a preeminent concern for all technological development and use.
    Safety is one of the most important concerns for all technological development and use.
    Selective breeding and biotechnology contribute to the deliberate changing of the genetic makeup of a population.
    Sexually reproducing organisms produce gametes which transport hereditary information from one generation of organisms into another generation.
    Speciation occurs when one population is isolated from another population. The isolation can be geological, reproductive, or filling different ecological nitches to reduce competation. With isolation comes changing environmental factors exerting selective pressure on mutations and adaptions.
    Specific biotic and abiotic factors characterize biomes and their component ecosystems.
    Structure is related to function at the cellular and organelle levels of biological organization.
    Sunlight is the initial energy source for most life on Earth.
    Technological design & problem solving follows many steps.
    Technological design & problem solving includes both formative and summative analysis.
    Technological design & problem solving includes clearly communicated solutions.
    Technological design & problem solving includes frequent checking.
    Technological design & problem solving requires hands-on applications.
    Technological design & problem solving requires the ability to clearly communicate engineered solutions.
    Technological design & problem solving requires the application of hands-on abilities such as sketching, prototyping, and fabricating.
    Technological design & problem solving transforms an idea into a final product or system.
    Technological design & problem solving utilizes a series of steps that take place in a well-defined sequence.
    Technological literacy is a lifetime endeavor.
    Technological literacy is necessary for a productive 21st century skilled workforce.
    Technological literacy is necessary for a productive workforce.
    Technological literacy is necessary for all citizens.
    Technological literacy is required for all citizens in a democratic society for shared decision-making.
    Technological literacy is the ability to understand, use, assess, design, and create technology.
    Technological literacy is the ability to understand, use, assess, design, and produce technology (i.e. Invention & Innovation).
    Technological literacy requires lifelong learning.
    Technology and society impact each other.
    Technology and society mutually impact each other.
    The abilities required in a technological world include diagnosing, troubleshooting, analyzing and maintaining systems.
    The abilities required in a technological world include understanding, fixing, and maintaining systems.
    The basic molecular and the associated genetic code structure of DNA are universal, revolutionizing our understanding of disease, heredity and evolution.
    The cytoplasm contains a collection of connected, internal membranous sacs that divide the cytoplasm into functional and structural compartments or organelles.
    The differential reproductive success of populations of organisms with advantageous traits is known as natural selection.
    The energy flow of biochemical reactions is governed by the physical laws of thermodynamics.
    The fossil record documents patterns of mass and background extinctions and the appearance of new species.
    The motion of an object can be described by its position, direction and speed.
    The pattern of form following function is reflected at all biological levels of organization.
    The property inertia is an object’s resistance to a change in its motion.
    The Punnet square is a tool that can be used to predict the probability of an offspring’s genotype and phenotype.
    There are similarities and differences between fossils and living organisms.
    Transportation is the process of safely and efficiently moving people and products.
    Two or more versions of a gene (alleles) contribute to the expression of inherited traits.
    Weight is the result of the earth’s gravitational force acting upon an object’s mass.
    Which genes are expressed at a given time is determined by the integration of internal and environmental signals received by a cell.
  • Competencies
    Clearly communicate engineered solutions in written, spoken, and graphical means.
    Compare and contrast the natural constraints imposed on scientific and technological change.
    Conduct simple and safe, inquiry-based investigations to observe endothermic and exothermic chemical reactions, measure temperature, volume, and mass, and form conclusions based on experimental evidence.
    Describe and demonstrate how to use the technological method to analyze technological processes and solutions.
    Describe how technological development impacts economics, culture, and policies.
    Design and develop the ability to create and transmit messages using technology.
    Design and develop the ability to safely and effectively use tools and materials to build structures.
    Design and develop the ability to safely and effectively use tools and materials to convert energy into useful power.
    Design and develop the ability to safely and effectively use tools and materials to manufacture products.
    Design and develop the ability to safely and effectively use tools and materials to transport people and products.
    Design and develop the ability to safely and effectively use tools and materials to utilize bio-related products and systems using technology.
    Design and produce solutions to technological problems.
    Develop skills for a 21st century workforce.
    Develop the abilities to use and maintain technological products and systems.
    Explain the importance of carefully assessing technological inventions and innovations.
    Identify and describe various ways models are used to explain, interpret, and predict, biological phenomena/systems.
    Improve an existing product, process, or system.
    Pose questions and provide evidence-based explanations about understanding and observations of biological phenomena and processes.
    Provide examples for when it is correct to use the terms scientific principle, scientific theory, scientific law, fact, and belief.
    Recognize the importance of using technological knowledge to participate competently in a democratically society.
    Select and use appropriate tools and techniques when designing and conducting experiments related to the biological sciences and then communicate an analysis of the findings using various types of media.
    Solve problems of motion and forces by applying knowledge of Newton’s Laws, performing direct and indirect measurements of the motion of objects and forces acting upon objects, and performing graphical analysis of this experimental data.
    Use design and problem solving skills to solve technological challenges.

Description

The Literacy Design Collaborative teaching task provides a blueprint for seamlessly integrating literacy and content standards in a rigorous, authentic classroom experience. After determining the discipline, course, and grade level, educators use teaching tasks built around predefined template prompts. The teaching task requires students to read, analyze and comprehend written materials and then write cogent arguments, explanations or narratives in the subjects they are studying.

Information used by scientists is often compiled without direct observation. Indirect evidence is gathered and used by scientists in order to create working models that illustrate difficult concepts. The atomic model, the structure of the solar system, and the theory of black holes are examples of models created using indirect evidence. Students will write an informational essay that defines indirect evidence and explains how it is used to create scientific models.

Objectives

In this extended writing task, students will read, analyze, and gather relevant information from text(s) and write an informational essay. Students will:

  • Define indirect evidence
  • Describe how indirect evidence is used to create scientific models
  • Cite examples of models created using indirect evidence
  • Read, analyze, and gather relevant information from multiple texts
  • Write an informational essay

Vocabulary

indirect evidence – evidence providing only a basis for inference about theoretical idea or topic

 

model – a systematic description of an object or phenomenon that shares important characteristics with the object or phenomenon. Scientific models can be material, visual, mathematical, or computational and are often used in the construction of scientific theories

 

atom - the smallest component of an element having the chemical properties of the element, consisting of a nucleus containing combinations of neutrons and protons and one or more electrons bound to the nucleus by electrical attraction; the number of protons determines the identity of the element

subatomic particle - any of various particles of matter that are smaller than a hydrogen atom. Protons, neutrons, and electrons are subatomic particles

nucleus - the positively charged mass within an atom, composed of neutrons and protons, and possessing most of the mass but occupying only a small fraction of the volume of the atom

orbital - a wave function describing the state of a single electron in an atom (atomic orbital) or in a molecule (molecular orbital)

 

energy level - one of a set of states of a physical system associated with a range of energies. Electrons in an atom, for example, can shift between the different energy levels corresponding to orbitals in different shells. Also called energystate


Duration

350 minutes/7 periods

Materials

Related Materials & Resources

Suggested Instructional Strategies

W:

The students will analyze and discuss the teaching task to identify what the task is asking them to do and to help students access background knowledge. Sample student papers or texts will be used as models. Students will work with the teacher to interpret the Literacy Design Collaborative rubric.
H:

The teaching task, which is both relevant and rigorous, engages students in subject specific reading, research, and writing. The teaching task requires the application of content knowledge to a new scenario.
E:

The teacher will engage students through reading and discussion, note-taking, and the development of a rough draft of the assignment.
R:

Students will use active reading strategies (e.g., "Talking to the text"), discussion protocols (e.g., think-pair-share, Paideia/Socratic seminar), and writing strategies (e.g., peer editing, teacher modeling and guided practice) with appropriate scaffolds as they develop their final written product.
E:

The students will create an extended writing assignment which incorporates both their content understanding and text-based information. The Literacy Design Collaborative rubric will be used to provide feedback to students.
T:

The Literacy Design Collaborative teaching task is a tiered assignment. Individual tasks can be made simple or complex by varying the task demand, with up to three tiers of difficulty. For leveled tasks, teachers can choose to teach Level 1 (L1) alone or add demands to the prompt by including Level 2 (L2) and/or Level 3 (L3).

  • Level 1 (L1) refers to the most fundamental levels of difficulty.
  • Level 2 (L2) refers to a "next step-up" skill or cognitive demand.
  • Level 3 (L3) adds additional demand to the task in which writers are asked to make connections and use background knowledge.
O:

The teaching task is designed to help students apply subject area content through reading and writing. The teaching task might be sequenced toward the end of a content unit. The teaching task is an extended, multiple day classroom assignment.

Instructional Procedures

Teacher Preparation
Prior to launching the teaching task in the classroom, a teacher should consider the following questions:

 

How much support will students need to successfully complete the task?

 

What parts of the process can be completed independently (during or outside of class)? What parts of the process represent new learning or substantial challenge and warrant direct instruction or guided practice during class?

 

What content and vocabulary instruction and activities will be provided so that students are able to successfully complete the task?

 

How will reading be scaffolded for my students? (Read together? Read in groups? Read independently?)

 

What note-taking method will students use, and does that method align with the writing task?

 

How will students make the transition from the reading to the writing? (outline, graphic organizer, etc.)

 

What writing instruction is needed to help students write their thesis statements, organize their notes, embed quotes, and cite evidence?

 

How will students receive feedback at various stages of the writing process to make sure they are answering the prompt, their papers are focused, their ideas are fully developed with details, examples, etc.?


Daily Plan
The daily plan is flexible based on students' prior knowledge, experience and skills in reading, research and writing as well as their ability to apply subject area knowledge to a new scenario. The amount of time, in class instruction, and scaffolds needed can be increased or decreased to provide the appropriate level of challenge and support for students.

 

Teaching Task
Task 11 Template (Informational or Explanatory/Description L1/L2/L3):  How is indirect evidence used to construct scientific models? After reading informational texts on indirect evidence and scientific models, such as atomic model theory and black holes, write an essay that defines indirect evidence and explains how it is used by scientists to create scientific models.  L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

Day 1

Task Engagement and Analysis
The teacher introduces the teaching task to students by linking the task to the class content that has been taught previously and to existing knowledge, skills, and interests. The teacher asks students to read the teaching task and make notes or discuss with peers things they already know about this issue or topic.

The teacher helps the students to understand the expectations of the teaching task by asking students what they think a good response to the task might include and creating a classroom list. The teacher may share examples of the type of texts the students will produce (either actual student samples or commercially published texts). Sharing the rubric with students will clarify the expectations.

The teacher explains the timetable and supports available for completing the task.

Text Selection
The teacher has either preselected the texts or will provide access to research sources for students to select texts. The teacher asks students to begin to record information about the sources (e.g., using notebooks, note cards, technology). The teacher may need to provide models or instruction on creating a bibliography or works cited. The students should identify author, title, publisher, date, and any other needed information (e.g., volume, editor) A discussion about the credibility or merit of sources may be needed.

 

Days 2-3

Preview texts
The teacher can provide students with all of the texts or offer students a list of acceptable sources from which to choose. The teacher briefly highlights each text with a summary to assist students in making appropriate text selections. The teacher asks the students to skim through each text to identify the genre, purpose, and text structure. A teacher think-aloud explaining rationale for making certain text selections may be beneficial to students.

Note-taking
The teacher provides or suggests that a note-taking method be used that is consistent with the expectations for the task and the type of writing (e.g., argumentative-pro/con t-chart). Students should be encouraged to refer to the teaching task so that their notes are relevant to the prompt. Students should be encouraged to include both textual information and their own connections and implications. Students should continue to add to their bibliography or works cited.

Teachers may need to teach or reinforce practices to promote academic integrity and to help students avoid plagiarism. The ability to use and credit sources appropriately shows respect for the work of others and adds credibility to a student's argument and/or research.

Reading and Research
The teacher assigns the reading, research and note-taking to students and provides instruction to support analysis and synthesis of texts. The teacher may ask students to reflect orally or in writing on key questions including:

 

Which parts of the text provide evidence that relates to the prompt?

 

What historical or current examples did you notice that relate to the prompt?

 

What is the text explicitly saying? What gaps or unanswered questions do you see?

 

What competing arguments have you encountered or thought of based on the text (argumentative)?

 

How do you know your sources are credible?

 

Depending upon the needs of students in the classroom, additional scaffolds may be necessary (e.g., whole-group reading and teacher modeling of note-taking, paired in-class reading, talking to the text, small group discussion). The teacher may either provide students with print source options or make electronic texts available to them through the use of Web 2.0 tools (e.g., Wikis, Nings) or online library databases (e.g., EBSCO, ProQuest).

 

Day 4

Transition to Writing
The teacher uses discussion based strategies such as the Paideia/Socratic seminar or small group discussions to help students make connections between their research and notes and the teaching task.

Developing a Thesis or Claim
Students write an opening paragraph that includes a controlling idea and sequences the key points that will be made throughout the writing assignment. The teacher may provide models of opening paragraphs and analyze them with the class. Students may provide feedback to each other on their opening paragraphs. Students should compare their opening paragraph to the teaching task and assess whether the paragraph fully address the main points of the prompt (e.g., define and explain, compare, take a position, etc.)

Organizing Notes/Planning
Students organize their notes into a graphic organizer or outline that establish a logical structure for the assignment. An outline begins with the thesis or claim, sequences key points and includes supporting evidence from texts.

 

Days 5-6

Development of rough drafts
Students begin writing their rough drafts. The teacher frequently checks in with students to answer questions, offer feedback, and provide writing instruction as needed. Through planning, the teacher embeds opportunities for students to receive feedback on their writing prior to the submission of the final draft either through peer conferencing, teacher conferencing, or written teacher feedback. Students revise their drafts based on the feedback they receive. The amount of time needed for the development of rough draft varies and may include time during and outside of class.

 

Day 7

Completion of Final Draft
Students either self or peer-edit their papers for conventional errors and complete the final draft.

Assessment and Reflection
The teacher uses the LDC rubric to assess the students' writing and provide feedback to help students improve their performance. Patterns in student performance guide further instruction.

Analytic Scoring
The rubric is structured to facilitate analytic scoring - the awarding of separate scores by readers for each of the seven scoring elements. Scorers should keep in mind that the description of work quality within any particular "cell" of the rubric may still address more than one idea, and therefore may not match a particular essay perfectly. The scorer must identify the descriptor that is the best match to a paper based on the preponderance of evidence. If the decision is truly a "coin toss," the scorer should feel free to use the "in-between" or "half" scores. A variation of analytic scoring might be used in a situation in which the emphasis of instruction at a particular time might be on a subset of the seven scoring elements. For example, if instruction is focused on development and organization, then a teacher might simply award scores for those two scoring elements.

Holistic Scoring
Holistic scoring is assigning a single, overall score to a paper. Analytic and holistic scoring rubrics look much the same. The holistic scorer's job is to pick the single score (1, 2, 3, 4) that corresponds to the set of descriptors for scoring elements that best matches a paper. Again, in-between or half scores can be used. Ideally, holistic scorers are thinking about all the scoring elements as they read papers, but over time they find that they can assign holistic scores very rapidly, yet still fairly accurately. This is one of the advantages of holistic scoring. However, analytic information is not generated by this method.

Score Recording and Feedback
It would be good practice for teachers to share the rubrics with students and discuss "criteria for success" relative to the scoring elements. However, it is not intended that a clean scoring rubric would be attached to every paper that is scored in all situations. It might be more appropriate to attach score slips that list the scoring element names with blank spaces after them for the recording of scores (and a space for a total score, too, perhaps). A customized rubber stamp could accomplish the same. Analytic scores do provide useful information to the students since they reference descriptors in the rubric. However, nothing beats descriptive comments that are best written in the margins of the papers where they are most appropriate.

Cut Scores for Proficiency Levels
Scorers can readily compute a total score (the sum of the seven element scores) or an average score (that sum divided by 7). If translating scores to performance levels is desired, then the structure of the rubrics lends itself to the use of the following cut scores:

Performance Level Total Score Cut* Average Score Cut*
Not Yet 10.5 1.5
Approaches Expectations 17.5 2.5
Meets Expectations 24.5 3.5
Advanced N/A N/A
* The cut scores above are the highest scores possible within their associated performance levels. To score at the Advanced level, a student would have to earn more than 24.5 total points or an average score greater than 3.5 points. The highest scores possible for Advanced (28 and 4.0) are not cut scores because there is no higher performance level than Advanced.

LDC Scores and Grades
LDC scores could be translated to grades contributing to students' course grades. How this would be done is an individual teacher's decision. Teachers could establish their own cut scores for letter grades or just re-label the four performance levels as A, B, C, D. They could come up with their own way to convert LDC scores to numerical grades consistent with whatever numerical scale they use for other class work.

 

Rubric

 

Not Yet

Approaches Expectations

Meets Expectations

Advanced

Scoring Elements

1

1.5

2

2.5

3

3.5

4

Focus

 

Attempts to address prompt, but lacks focus or is off-task.

 

Addresses prompt appropriately, but with a weak or uneven focus.

 

Addresses prompt appropriately and maintains a clear, steady focus.

 

Addresses all aspects of prompt appropriately and maintains a strongly developed focus.

 

Reading/ Research

 

Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt.

(L2) Does not address the credibility of sources as prompted.

 

Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.

(L2) Begins to address the credibility of sources when prompted.

 

Presents information from reading materials relevant to the prompt with accuracy and sufficient detail.

(L2) Addresses the credibility of sources when prompted.

 

Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials.

(L2) Addresses the credibility of sources and identifies salient sources when prompted.

 

Controlling Idea

 

Attempts to establish a controlling idea, but lacks a clear purpose.

 

Establishes a controlling idea with a general purpose.

 

Establishes a controlling idea with a clear purpose maintained throughout the response.

 

Establishes a strong controlling idea with a clear purpose maintained throughout the response.

 

Development

 

Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy.

(L2) Implication is missing, irrelevant, or illogical.

(L3) Gap/unanswered question is missing or irrelevant.

 

Presents appropriate details to support the focus and controlling idea.

(L2) Briefly notes a relevant implication or

(L3) a relevant gap/unanswered question.

 

Presents appropriate and sufficient details to support the focus and controlling idea.

(L2) Explains relevant and plausible implications, and

(L3) a relevant gap/unanswered question.

 

Presents thorough and detailed information to strongly support the focus and controlling idea.

(L2) Thoroughly discusses relevant and salient implications or consequences, and

(L3) one or more significant gaps/unanswered questions.

 

Organization

 

Attempts to organize ideas, but lacks control of structure.

 

Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure

 

Maintains an appropriate organizational structure to address the specific requirements of the prompt.

 

Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt.

 

Conventions

 

Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.

 

Demonstrates an uneven command of standard English conventions and cohesion. Accuracy and/or appropriateness of language and tone is uneven. Inconsistently cites sources.

 

Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors.

 

Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using an appropriate format.

Content Understanding

 

Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.

 

Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.

 

Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.

 

Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.
                     

Author

Katy Miller and Kirsten Dissinger, Hempfield Area School District;

Amy Mateer, Palmyra Area School District

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