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 2003

Read the scenario below.
Recently a city ordinance [law] was passed that banned skateboard riding on most city streets and sidewalks. You and your friends believe this is an unjust law.
  • Describe two legal ways you and your friends could try to get this law changed.
  • Explain why each of your choices would be effective.
  • Include details and examples to support your answer.
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 3

Annotation: This response shows some understanding of the ways citizens can try to get laws changed. Accurate concepts (holding peaceful protest rallies; writing a letter to the city; boycott government owned properties; personal meeting with city officials) are supported. Appropriate application of analysis (boycotts get the public's attention; in a personal meeting we might strike a compromise with which both sides would be satisfied) and cause-and-effect reasoning (if city officials keep seeing people parading around their offices with picket signs they might change their minds) show some evidence of higher order thinking skills.


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 (get a petition and have people sign it and give it to the governor of the city; set up a meeting) are presented, but the ideas are skeletal and incomplete. Compare to Anchor Paper #1.
Sample Student Response #3

image of student response

Score for Sample Student Response #3: Rubric Score 2

Annotation: This response shows knowledge of the ways citizens can try to get laws changed. Relevant basic ideas (a political rally or a petition would give strength through numbers and the government would then see that the law wasn't a good idea) are presented along with extraneous information (some people use skateboards for transportation). The response is adequate for a score of "2."


Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 4

Annotation: This response shows understanding of the ways citizens can try to get laws changed. Accurate concepts are well supported (lobby city government as a group; protest by sitting on the sidewalks with our skateboards and signs). Powerful evidence of higher order thinking skills is demonstrated through extended application of analysis (like a special interest group lobbying Congress only on a much smaller scale; civil disobedience to get your opinion noticed without physically or emotionally hurting anyone) and cause-and-effect reasoning (once the city government sees large groups opposed to the law they might consider changing or revoking it; disrupt sidewalk traffic to such a degree that the city government would have to reconsider).


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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