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5-8 Grade Level Illinois Alternative Assessment Program Scoring Rubric ITEM: Cultural Interaction & Change This item presents a geographic generalization, i.e., that improved transportation and communication networks encourage cultural interaction and change. Students are asked to provide an example and to explain how it illustrates the generalization. They are required to use their knowledge of human geography to respond to the item. Level Four Performance The Level Four response is characterized by examples of transportation and communication set in an appropriate spatial and temporal context, e.g., the student might mention the nineteenth century pony express of the American West and the role it played in improving communication, or they could explain how current-day satellite disks on remote islands in the Pacific have allowed for enhanced interaction with other areas of the world. Further, the response indicates how the example given has fostered cultural change, e.g., the change brought about by the increased interaction and sharing between different groups of people with the advent of airline travel between countries on different continents. The response also may include reference to the diffusion of ideas and technology, the immigration of people, the spread of disease, trade, and military conquest, as processes of interaction that lead to cultural change. Responses are well organized in complete sentence and paragraph form. Ideas mentioned are developed in the paragraph. Level Three Performance The Level Three response is characterized by valid and appropriate examples of transportation and communication, usually a single example, but the examples are not set in a meaningful spatial and temporal context, e.g., "...millions of people take trips on airplanes each year." Although the response does reveal some understanding of the relationship of the example given and increased interaction, it does not establish a strong connection with cultural change; it only alludes to the connection, e.g., "...better communication such as TV phones could help us learn the language and see what they do in their country." There is evidence of limited understanding of the relationship between increased contact between cultures and cultural change. Responses are provided in sentence paragraph form, but lack development and organization. Level Two Performance The Level Two response is characterized by appropriate examples of transportation and communication, but the spatial and temporal context is absent, and often their is no indication that the examples given lead to increased interaction, e.g., "If transportation were improved then people from one part of town could get to another part of town." When mentioned, the nature of the interaction is seldom elaborated. There is no indication that increased contact and interaction between different cultures leads to cultural change. While complete sentences are used the response is brief and not well developed. Level One Performance The Level One response is characterized by the absence of appropriate examples of transportation and communication, e.g., "more and more transportation is getting better along with communication ideas, so we encourage people to change because they might be missing something really good." Often the response marginally addresses the question asked, e.g., "Some Japanese sit on the floor and eat on tables low to the ground. They brought it over from Japan and it still is used." There is little indication in the response of any understanding of the relationship that exists between transportation and communication, and increased interaction and cultural change. Often, no response is attempted. Those that are attempted are poorly organized.