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 1.1.4 The student will explain roles and analyze strategies individuals or groups may use to initiate change in governmental policy and institutions.

Assessment Limits:

  • Political parties, interest groups, lobbyists, candidates, citizens, and the impact of the media on elections, elected officials and public opinion.
  • Referendum and initiative processes.

Brief Constructed Response (BCR) Item - Released in 2002

The two-party system dominates American politics. Historically, third parties have had difficulty obtaining political power in the United States.
  • Describe two challenges third parties face in their struggle to gain political power in the United States.
  • For each of the two challenges, include details and examples to support your description.
Write your answer on the lines in the answer box below.

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 1

Annotation: This response is related to the question and shows only minimal knowledge. A fragment of an idea is presented (many people won't vote), but that idea is general and incomplete.


Sample Student Response #2

image of student response

Score for Sample Student Response #2: Rubric Score 2

Annotation: This response shows knowledge of the challenges faced by third parties. Basic ideas (lack of money; many people are content with the two existing parties) are provided with a little support (must rely on donations from supporters; do not share the third party's views). Compare to Anchor Paper #5.
Sample Student Response #3

image of student response

Score for Sample Student Response #3: Rubric Score 3

Annotation: This response shows some understanding of the challenges faced by third parties. Accurate concepts (rarely elected; getting their ideas to the public) are supported, and application of analysis and evaluation (voters tend to stick to their usual parties and don't want to change; people don't really stop and listen even if {the third party} has a great idea), and cause-and-effect reasoning (Democrats and Republicans are so large that the people usually think its best to stick with their views; since they are not popular to begin with it makes it even harder to gain popularity) provide some evidence of higher order thinking skills.


Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 4

Annotation: This response shows understanding of the challenges faced by third parties. Accurate concepts (money; advertising; party loyalty) are integrated and well supported. Powerful evidence of higher order thinking skills is demonstrated through the application of extended analysis and evaluation using relevant examples (the vicious circle of money and advertising; Ralph Nader and the Green Party; Ross Perot and the Reform Party) and cause-and-effect reasoning (when people go to vote they vote for the candidate of the same party; since most people are either Democrat or Republican it makes it hard for the third party to draw votes). Compare to Anchor Paper #9.

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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