Score Level 1 Anchor Paper

This response is related to the question and shows only minimal knowledge. Fragments of basic ideas (open HOV lanes; promote people to travel in groups) are presented, but the ideas are skeletal and incomplete.

Score Level 1 Anchor Paper

This response is related to the question and shows only minimal knowledge. Although fragments of basic ideas (new roads could be built; could destroy areas set aside for recreation) are provided, the ideas are skeletal and incomplete.

Score Level 2 Anchor Paper

This response shows knowledge of governmental actions that could be taken to reduce traffic congestion. Basic ideas (more public buses and more metro trains and have them make new stops; construction for the metro might last years and could cause citizens to protest) are presented.

Score Level 2 Anchor Paper

This response shows knowledge of governmental actions that could be taken to reduce traffic congestion. Basic ideas (more HOV lanes to increase carpooling; bigger fines to violators) are presented and provided with a little support (an insentive).

Score Level 2 Anchor Paper

This response shows knowledge of governmental actions that could be taken to reduce traffic congestion. Basic ideas (construct more highways; construct more subways) are provided with a little support (this might upset environmentalist and homeowners who would live near the highway; people who live near the thundering trains).

Score Level 3 Anchor Paper

This response shows some understanding of governmental actions that could be taken to reduce traffic congestion. Concepts are accurate and supported (increase the use of HOV lanes; some people who commute to work alone might dislike this). Some evidence of higher order thinking skills is demonstrated through the application of analysis and evaluation (HOV lanes are currently only used on weekdays during rush hour; if two HOV lanes were made for every one and the use of them made continuous, traffic might be decreased) and cause-and-effect reasoning (it would increase the use of carpools and cut down on the number of cars polluting).

Score Level 3 Anchor Paper

This response shows some understanding of governmental actions that could be taken to reduce traffic congestion. Concepts are accurate and supported (construct more ways; promote the use of the metro system; the air could get more polluted; the metro system might get crowded). Some evidence of higher order thinking skills is provided through appropriate application of cause-and-effect reasoning and analysis and evaluation (if more roads are to be made it would take up more of the federal money that would be better used in educating children).

Score Level 3 Anchor Paper

This response shows some understanding of governmental actions that could be taken to reduce traffic congestion. Accurate concepts are supported (increase funding for state roads; it would destroy much of the environment). Appropriate application of cause-and-effect reasoning (it would increase taxes; destroying the environment forces wildlife into residential areas) and analysis and evaluation (people don't want to pay more than they already have too; the best way to deal with it is to get used to it) show some evidence of higher order thinking skills.

Score Level 4 Anchor Paper

This response shows understanding of governmental actions that can be taken to reduce traffic congestion. Concepts (expand or build additional highways; government funds needed; construction would take a long time) are accurate and well supported. Extensive and integrated application of analysis and cause-and-effect reasoning (would serve as an alternate route; tax money is not going towards something that benefits everybody; easier to travel to work and make money; could occur again because of an increase in cars) provide powerful evidence of higher order thinking skills.

Score Level 4 Anchor Paper

This response shows understanding of governmental actions that could be taken to reduce traffic congestion. Accurate concepts (public transit; build new roads) are well supported. Extended application of analysis and evaluation (buses are more energy and space efficient than if each person were to drive their own car; some people wouldn't hear of keeping their car in the garage and taking the bus to work; eminent domain would have to be exercised by the government; people would dislike giving up their property; there will always be someone unsatisfied), integrated with cause-and-effect reasoning (both would require more money and probably more taxation), provides powerful evidence of higher order thinking skills.