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 lines in your Answer Book.

The following 4 Sample Student Responses represent a range of score points.

Sample Student Response #1

image of student response

Score for Sample Student Response #1: Rubric Score 4

Annotation: This response shows understanding of the consequences of state management of blue crabs in the Chesapeake Bay. Concepts (the ecosystem; people who crab for a living; crabbing is a major tourist attraction) are accurate and well supported. Powerful evidence of higher order thinking skills is demonstrated through comprehensive application of analysis and extended cause-and-effect reasoning (when people are unemployed they try to save their money and cannot spend as much; when people don't spend as much this is not good for the economy because it does not promote other businesses; when people visit the region they must eat in restaurants and visit other businesses in the area; if people do not visit local businesses then they will make less money and their employees make less money; when employees make less money they can not spend as much and promote other businesses).


Sample Student Response #2

image of student response

Score for Sample Student Response #2: Rubric Score 1

Annotation: This response is related to the question and shows only minimal knowledge. Fragments of basic ideas are presented (shouldn't catch any more for a while; they can repopulate), but the ideas are general and incomplete. Compare to Anchor Paper #2.
Sample Student Response #3

image of student response

Score for Sample Student Response #3: Rubric Score 2

Annotation: This response shows knowledge of the consequences of state management of blue crabs in the Chesapeake Bay. Basic ideas (important part of our economy; regulate the amount of crabs a person can catch per day) are provided with a little support (so the crabs have more time to reproduce because of their longer lives).


Sample Student Response #4

image of student response

Score for Sample Student Response #4: 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 (reduce the amount of crabs that companies and everyday people are allowed to catch; businesses might not have enough crabs to meet their demands). Some evidence of higher order thinking skills is demonstrated through appropriate application of cause-and-effect reasoning (leave more crabs in the water so they can create more eggs and have more crabs; they would have to raise their prices and if people don't like that they may go out business). Compare to Anchor Paper #8.

Additional Resources

Anchor Papers used in scoring

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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