School Improvement in Maryland
Public Release Item Scoring Information Return

Goal 1 Political Systems

Expectation 1.1 The student will demonstrate understanding of the structure and functions of government and politics in the United States.

Indicator 1.1.2 The student will evaluate how the principles of government assist or impede the functioning of government.

Assessment Limits:

  • Concepts: federalism, separation of powers, checks and balances, judicial review, representative democracy, limited government, rule of law, individual rights and responsibilities, consent of the governed, majority rule, popular sovereignty, equal protection, and eminent domain.
  • Federal and Maryland state government: Legislative, Executive and Judicial – powers, structure and organization.
  • Local government will be assessed in terms of powers and responsibilities.
  • Selection of National and Maryland state leaders: Electoral College and election/appointment processes.

Brief Constructed Response (BCR) Item - Released in 2002

The blue crab population supports many important commercial and recreational activities in the Chesapeake Bay. However, some scientists have expressed concern that the blue crab population may be declining.
  • Should the Maryland state government play a role in managing the blue crab population?
  • Explain the possible consequences of your position.
  • Include details and examples to support your explanation.
Write your answer on the answer box below.

The following 10 Anchor Papers represent a range of score points and are used in conjunction with the rubrics to assess student responses.

Anchor Paper #1

image of student response

Score for Anchor Paper #1: Rubric Score 1

Annotation: This response is related to the question and shows only minimal knowledge. Fragments of basic ideas are presented (one of our main foods; our state's symbol), but the ideas are skeletal and incomplete.


Anchor Paper #2

image of student response

Score for Anchor Paper #2: Rubric Score 1

Annotation: This response is related to the question and shows only minimal knowledge. Although fragments of basic ideas are provided (limit the amount of crabs caught or the amount of time), the ideas are general and incomplete.


Anchor Paper #3

image of student response

Score for Anchor Paper #3: Rubric Score 2

Annotation: This response shows knowledge of the consequences of state management of blue crabs in the Chesapeake Bay. Basic ideas are presented (the seafood market would probably drop; Maryland should want to protect its waters and inhabitants; other states should take affirmative action). The response is adequate for a score of "2."


Anchor Paper #4

image of student response

Score for Anchor Paper #4: Rubric Score 2

Annotation: This response shows knowledge of the consequences of state management of blue crabs in the Chesapeake Bay. Basic ideas are presented (farms where blue crabs are raised and released into the bay; if all of the blue crabs die then the eco-system of the bay would be disrupted) and are provided with a little support (activities would be in jeopardy).


Anchor Paper #5

image of student response

Score for Anchor Paper #5: Rubric Score 2

Annotation: This response shows knowledge of the consequences of state management of blue crabs in the Chesapeake Bay. Basic ideas (set a limit on the amount one person can catch in one season; this may hurt our state's economy) are provided with a little support (this could result in a possible recession).


Anchor Paper #6

image of student response

Score for Anchor Paper #6: Rubric Score 3

Annotation: This response shows some understanding of the consequences of state management of blue crabs in the Chesapeake Bay. Concepts are accurate and supported (restrict crabbing on certain days; could hurt the industry; recreational crabbers would be unhappy). Some evidence of higher order thinking skills is provided through appropriate application of analysis and evaluation (hurt the industry until the crab population has grown again; the benefits outweigh the drawbacks).


Anchor Paper #7

image of student response

Score for Anchor Paper #7: Rubric Score 3

Annotation: This response shows some understanding of the consequences of state management of blue crabs in the Chesapeake Bay. Accurate concepts (those who depend on the crab for their livelihood; politicians and their constituents feel they have helped save the blue crab; if the crab goes away a string of bad things will happen) are supported. Some evidence of higher order thinking skills is provided through appropriate application of cause-and-effect reasoning (tourism declines; crabbers lose their homes; local businesses go bankrupt because there is no money being circulated from the crabs).


Anchor Paper #8

image of student response

Score for Anchor Paper #8: Rubric Score 3

Annotation: This response shows some understanding of the consequences of state management of blue crabs in the Chesapeake Bay. Accurate concepts are supported (other animals in the bay might depend on the food from the crab; some people might depend on food from the bay). Appropriate application of cause-and-effect reasoning (other animals in the bay might start dying; restaurants might start losing customers; population on the Chesapeake Bay might start decreasing) shows some evidence of higher order thinking skills.


Anchor Paper #9

image of student response

Score for Anchor Paper #9: Rubric Score 4

Annotation: This response shows understanding of the consequences of state management of blue crabs in the Chesapeake Bay. Concepts (a major part of our economy; the Bay's environment will be unbalanced) are accurate and well supported. Powerful evidence of higher order thinking skills is demonstrated by application of extended analysis and cause-and-effect reasoning (people that harvest the crabs will not be needed and so will be unemployed; businesses will have to pay more to ship crabs from other parts of the country; prices will greatly increase; animals that eat crabs will decrease; organisms that crabs eat will grow).


Anchor Paper #10

image of student response

Score for Anchor Paper #10: Rubric Score 4

Annotation: This response shows understanding of the consequences of state management of blue crabs in the Chesapeake Bay. Accurate concepts (a resource for the Maryland people; watermen depend on the crab as a way of livelihood) are well supported. Application of integrated and extended analysis, evaluation, and cause-and-effect reasoning (regulating the harvesting is incredibly difficult as it would affect so many people; their income would be seriously compromised; protection now would be much better than none at all; ensures that it will survive much longer than if unregulated harvesting were allowed; it is the government's duty to protect that resource to ensure that it will continue to add prosperity to our economy) demonstrate powerful evidence of higher order thinking skills.


Brief Constructed Response (BCR) Rubric
Print: Scoring Rubric (pdf)
Score 4

This response shows understanding of the content, question, and/or problem. The response is insightful, integrates knowledge, and demonstrates powerful application.

  • The application shows powerful evidence of higher order thinking skills.
  • Concepts are accurate and well supported.
  • There are no misconceptions.
  • The response is comprehensive.
Score 3

This response shows some understanding of the content, question, and/or problem. The response includes appropriate application that demonstrates evidence of higher order thinking skills.

  • The application shows some evidence of higher order thinking skills.
  • Concepts are accurate and supported.
  • There are no interfering misconceptions.
  • The response may not develop all parts equally.
Score 2

This response shows knowledge of the content, question, and/or problem. The response is acceptable with some key ideas. The response shows little or no evidence of application.

  • The response includes some basic ideas.
  • The response provides little or no support.
  • There are minimal misconceptions.
Score 1

This response shows minimal knowledge of the content, question, and/or problem. The response is related to the question, but it is inadequate.

  • The response includes incomplete or fragmented ideas or knowledge.
  • There may be significant misconceptions.
Score 0

The response is completely incorrect or irrelevant. There may be no response.

Knowledge and Understanding indicate the degree to which the response reflects a grasp of the content, question, and/or problem presented in the stimulus. The response indicates mastery that progresses from knowledge to understanding.

Last Revised June 2001
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