School Improvement in Maryland
Public Release Item Scoring Information Return

Goal 3 Geography

Expectation 3.1 The student will demonstrate an understanding of the relationship of cultural and physical geographic factors in the development of government policy.

Indicator 3.1.1 The student will evaluate demographic factors related to political participation, public policy and government policies.

Assessment Limits:

  • Political causes and effects of reapportionment, redistricting and voting patterns.
  • Influence of demographic factors on government funding decisions.

Brief Constructed Response (BCR) Item - Released in 2002

Study the map below. Then answer the following question.

  • Explain why the members of the Maryland General Assembly would support funding to build major league baseball and football stadiums in densely populated areas rather than in lightly populated areas.
  • Consider economic, geographic, and political issues.
  • Include details and examples to support your answer.

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 1

Annotation: This response is related to the question and shows only minimal knowledge. The fragment of a basic idea is presented (more profit), but the idea is general and incomplete.


Sample Student Response #2

image of student response

Score for Sample Student Response #2: Rubric Score 3

Annotation: This response shows some understanding of why the General Assembly would support building a stadium in a densely populated area. Accurate concepts (more revenues; a five minute drive) are supported. Some evidence of higher order thinking skills is provided through application of cause-and-effect reasoning (with a bigger turnout more people have bought tickets; more people are likely to buy concessions and other things; they would get back the funding they put in and then some) and compare and contrast (less people are willing to make a thirty minute drive than a five minute one).


Sample Student Response #3

image of student response

Score for Sample Student Response #3: Rubric Score 4

Annotation: This response shows understanding of why the General Assembly would support building a stadium in a densely populated area. Concepts (more convenient for the majority of people; it is hard for a stadium to be built in the middle of nowhere; not many people would want to get rid of their land) are accurate and well supported. Powerful evidence of higher order thinking skills is demonstrated through comprehensive application of cause-and-effect reasoning (more people will go there which makes money for people selling stuff and for the government through tax on merchandise; property values would go up so houses would be more expensive), analysis (would need bigger roads due to more traffic; would need more hotels so people can have somewhere to sleep after the games), and effective use of contrasting examples (Baltimore versus Kent County).


Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 2

Annotation: This response shows knowledge of why the General Assembly would support building a stadium in a densely populated area. Basic ideas (not fear going out of business because all of the people in the big cities would come; not all the city people have cars to ride to the little cities) are provided with a little support (wouldn't be enough people to keep the stadium busy).


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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