The following 20 Sample Student Responses represent a range of score points.

Score for Sample Student Response #1: Rubric Score 1

Annotation: This response indicates little attempt to apply a reasonable strategy. The student incorrectly chooses Method A as providing a simple random sample. The attempt to justify this answer by stating that (you get a variety of students from each grade) demonstrates confusion between a simple random sample and a representative sample. The justification for why Method B does not provide a simple random sample is correct (it would only show eleventh graders). No correct justification is given for why Method C would not provide a simple random sample. The response demonstrates a minimal understanding and analysis of the problem.

Score for Sample Student Response #2: Rubric Score 3

Annotation: This response indicates application of a reasonable strategy that leads to a correct solution in the context of the problem. The student correctly chooses Method C as providing a simple random sample and gives a fully developed justification (each student is chosen independently from one another and everyone has an equal chance of being chosen). The justification for why Method A will not provide a simple random sample is correct (some people may arrive to the cafeteria before others or people who might have lunch detention and will not be surveyed). A correct justification is also given for why Method B will not provide a simple random sample (people in all of the other grades besides 11^th will not be surveyed). The response demonstrates a complete understanding and analysis of the problem. (Compare to this Level 3 anchor paper.)

Score for Sample Student Response #3: Rubric Score 2

Annotation: This response indicates an incomplete application of a reasonable strategy. The student correctly chooses Method C as providing a simple random sample and gives a complete justification (every one has a chance to get picked and one person doesn't affect another persons chance of getting picked). The justification for why Methods A and B will not provide simple random samples is plausible but not well developed (they don't give everyone a fair chance to be picked). The justification needs to specifically address what about Methods A and B keeps them from giving every student an equal chance. The response demonstrates a conceptual understanding and analysis of the problem. (Compare to this Level 2 anchor paper.)

Score for Sample Student Response #4: Rubric Score 2

Annotation: This response indicates an incomplete application of a reasonable strategy. The student correctly chooses Method C as providing a simple random sample and gives a partial justification (he is giving a number to every person in the school and randomly choosing one-hundred #'s). Independence is not addressed. The justification for why Method A will not provide a simple random sample is correct (A is being bias to the people who don't come into the cafeteria early). A correct justification is also given for why Method B will not give a simple random sample (Method B is being bias to all students that aren't in 11^th grade). The response demonstrates a conceptual understanding and analysis of the problem. (Compare to this Level 2 anchor paper.)

Score for Sample Student Response #5: Rubric Score 3

Annotation: This response indicates application of a reasonable strategy that leads to a correct solution in the context of the problem. The student correctly chooses Method C as providing a simple random sample and gives a fully developed justification (Method C provides each student with an equal chance to be picked. Method C is also independent of each number being picked. No numbers will come up again and there is no pattern in picking the numbers). The justification for why Method A will not provide a simple random sample is correct (Some students may eat off school grounds). A correct justification is also given for why Method B will not provide a simple random sample (the eleventh graders would only be in on the survey, not everyone else). The response demonstrates a complete understanding and analysis of the problem. (Compare to this Level 3 anchor paper.)

Score for Sample Student Response #6: Rubric Score 1

Annotation: This response indicates little attempt to apply a reasonable strategy. The student correctly chooses Method C as providing a simple random sample. The justification is relevant (the computer generates who will be picked, and who won't) but does not address equal chance and independence. The justification for why Method B will not provide a simple random sample reveals that the student misunderstands the prompt (the teacher can pick his/her favorite or best student) but the correct justification would be that only eleventh graders are included. The justification for why Method A will not provide a simple random sample is also relevant (people usually come into the cafeteria with their friends who have similar interests to themselves) but the correct justification is that only the first 100 to enter the cafeteria are included, therefore everyone does not have an equal chance. The response demonstrates a minimal understanding and analysis of the problem.

Score for Sample Student Response #7: Rubric Score 2

Annotation: This response indicates an incomplete application of a reasonable strategy. The student correctly chooses Method C as providing a simple random sample but no justification is given. The justification for why Method A will not provide a simple random sample is correct (the students who come to lunch late will be left out). A correct justification is also given for why Method B will not give a simple random sample (eleventh graders aren't the only ones in the school). The response demonstrates a conceptual understanding and analysis of the problem. (Compare to this Level 2 anchor paper.)

Score for Sample Student Response #8: Rubric Score 1

Annotation: This response indicates little attempt to apply a reasonable strategy. The student correctly chooses Method C as providing a simple random sample and gives a partial justification (everyones names are being mixed up). This indicates that each student has a chance to be included. The justification for why Method A does not provide a simple random sample incorrectly states that the problem is that the students (could all be coming from the same class) and not that only the first 100 students will be included. The justification for why Method B will not provide a simple random sample is incorrect (they aren't being selected at random). The prompt states that the students will be chosen at random using this Method. The response demonstrates a minimal understanding and analysis of the problem. (Compare to this Level 1 anchor paper.)

Score for Sample Student Response #9: Rubric Score 2

Annotation: This response indicates an incomplete application of a reasonable strategy. The student correctly chooses Method C as providing a simple random sample but justification addressing equal chance and independence is missing. The justification for why Method A will not provide a simple random sample is correct (If you only survey the first 100 students, thats not fair to the people who might get to lunch late). A correct justification is also given for why Method B will not give a simple random sample (If you only choose eleventh grade students, they're not representing the public. They can't speak for all the 9, 10, & 12 graders). The response demonstrates a conceptual understanding and analysis of the problem. (Compare to this Level 2 anchor paper.)

Score for Sample Student Response #10: Rubric Score 3

Annotation: This response indicates application of a reasonable strategy that leads to a correct solution in the context of the problem. The student correctly chooses Method C as providing a simple random sample and gives a fully developed justification (every student is chosen independently and are equally likely to be choosen). The justification for why Method A will not provide a simple random sample is correct (They have to be the first 100 to enter stundent could be held back at class). A correct justification is also given for why Method B will not provide a simple random sample (every student that isn't in the 11^th grade doesn't have a chance to be surveyed). The response demonstrates a complete understanding and analysis of the problem. (Compare to this Level 3 anchor paper.)

Score for Sample Student Response #11: Rubric Score 2

Annotation: This response indicates an incomplete application of a reasonable strategy. The student correctly chooses Method C as providing a simple random sample and gives a partial justification (this method gives everyone a chance to be selected). Independence is not addressed. The justification for why Method A will not provide a simple random sample is correct (some students may not be able to get to lunch on time. Also this only gives students in that lunch period a chance to be selected). A correct justification is also given for why Method B will not give a simple random sample (its only asking eleventh-grade students ther point of view). The response demonstrates a conceptual understanding and analysis of the problem. (Compare to this Level 2 anchor paper.)

Score for Sample Student Response #12: Rubric Score 3

Annotation: This response indicates application of a reasonable strategy that leads to a correct solution in the context of the problem. The student correctly chooses Method C as providing a simple random sample and gives a fully developed justification (each student has an equal chance; makes each student's choice of being picked independent). The justification for why Method A will not provide a simple random sample is correct (some students classes could be farther away, a certain class might get to go to lunch early or late and a student might not be there on that day). A correct justification is also given for why Method B will not provide a simple random sample (only 11th graders would be picked). The response demonstrates a complete understanding and analysis of the problem.

Score for Sample Student Response #13: Rubric Score 1

Annotation: This response indicates little attempt to apply a reasonable strategy. The student correctly chooses Method C as providing a simple random sample but no relevant justification is given. The justification for why Method A will not provide a simple random sample is correct (you could have only one group that walks into the cafeteria first). This indicates that anyone not in the first 100 to enter the cafeteria will not have a chance to be included. The justification for why Method B will not provide a simple random sample is incorrect. The problem with Method B is not that the students selected have the same interests but that not every student will have a chance to be chosen. The response demonstrates a minimal understanding and analysis of the problem. (Compare to this Level 1 anchor paper.)

Score for Sample Student Response #14: Rubric Score 3

Annotation: This response indicates application of a reasonable strategy that leads to a correct solution in the context of the problem. The student correctly chooses Method C as providing a simple random sample and gives a fully developed justification (every student has an equal chance of being picked, and all the students are chosen independently from each other). The justification for why Method A will not provide a simple random sample is correct (not all students come to school early and some ride buses, so not everyone has an equal chance of being picked). This indicates that early students go to the cafeteria to wait for school to start and they would always be the first 100 to enter the cafeteria, excluding those students who do not arrive at school early. A correct justification is also given for why Method B will not provide a simple random sample (the students that aren't in 11^th grade do not have the equal chance of being picked). The response demonstrates a complete understanding and analysis of the problem.

Score for Sample Student Response #15: Rubric Score 1

Annotation: This response indicates little attempt to apply a reasonable strategy. The student incorrectly chooses Method A as providing a simple random sample and gives no correct justification for this answer. The justification for why Method B will not provide a simple random sample is correct (only 11^th graders are being chosen). No correct justification is given for why Method C would not provide a simple random sample. The response demonstrates a minimal understanding and analysis of the problem. (Compare to this Level 1 anchor paper.)

Score for Sample Student Response #16: Rubric Score 2

Annotation: This response indicates an incomplete application of a reasonable strategy. The student correctly chooses Method C as providing a simple random sample and gives a partial justification (everyone has a chance to be picked). Independence is not addressed. The justification for why Method A will not provide a simple random sample is correct (not everyone goes to lunch at the same period). A correct justification is also given for why Method B will not give a simple random sample (it only represents 11^th graders). The response demonstrates a conceptual understanding and analysis of the problem. (Compare to this Level 2 anchor paper.)

Score for Sample Student Response #17: Rubric Score 2

Annotation: This response indicates an incomplete application of a reasonable strategy. The student correctly chooses Method C as providing a simple random sample and gives a partial justification (everyone has an equal likely chance of getting picked). Independence is not addressed. The justification for why Method A will not provide a simple random sample is correct (not everyone would be going to the cafeteria and not from the same place). A correct justification is also given for why Method B will not give a simple random sample (only the eleventh-grade students would get to be surveyed). The response demonstrates a conceptual understanding and analysis of the problem. (Compare to this Level 2 anchor paper.)

Score for Sample Student Response #18: Rubric Score 3

Annotation: This response indicates application of a reasonable strategy that leads to a correct solution in the context of the problem. The student correctly chooses Method C as providing a simple random sample and gives a fully developed justification (everyone has an equal chance to be chosen and everyone is chosen independently of each other). The justification for why Method A will not provide a simple random sample is correct (if you were absent that day then you have no chance to be chosen). A correct justification is also given for why Method B will not provide a simple random sample (if you are a 10^th, 9^th, or 12^th grader you have no chance of being selected). The response demonstrates a complete understanding and analysis of the problem. (Compare to this Level 3 anchor paper.)

Score for Sample Student Response #19: Rubric Score 1

Annotation: This response indicates little attempt to apply a reasonable strategy. The student incorrectly chooses Method A as providing a simple random sample and gives no justification for this answer. The justification for why Method B will not provide a simple random sample is correct (it only focuses on the eleventh grade). No correct justification is given for why Method C would not provide a simple random sample. The response demonstrates a minimal understanding and analysis of the problem. (Compare to this Level 1 anchor paper.)

Score for Sample Student Response #20: Rubric Score 3

Annotation: This response indicates application of a reasonable strategy that leads to a correct solution in the context of the problem. The student correctly chooses Method C as providing a simple random sample and gives a fully developed justification (each student has an equally likely chance to be chosen. Also they are chosen independently of each other). The justification for why Method A will not provide a simple random sample is correct (some students do not eat in the cafeteria). Correct justification is also given for why Method B will not provide a simple random sample (If only the 11^th graders are chosen, then no other grade is represented). The response demonstrates a complete understanding and analysis of the problem.

Anchor Papers used in scoring