School Improvement in Maryland
Public Release Item Scoring Information Return

Goal 1 Political Systems

Expectation 1.2 The student will evaluate how the United States government has maintained a balance between protecting rights and maintaining order.

Indicator 1.2.2 The student will analyze legislation designed to protect the rights of individuals and groups and to promote equity in American society.

Assessment Limits:

  • Legislation that addresses the rights of individuals and groups: minority and women’s rights, civil rights (affirmative action), and Native American rights.
  • Legislation that addresses immigration policies.
  • Information about the legislation will be provided in the item.

Brief Constructed Response (BCR) Item - Released in 2003

  • Describe an action that the federal government has taken to prevent discrimination.
  • How effective do you think this action has been?
  • Include details and examples to support your answer.
Write your answer in the 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 2

Annotation: This response shows knowledge of actions the federal government has taken to prevent discrimination. Basic ideas (students of different racial backgrounds were to be treated the same; schools are no longer segregated based on race) are provided with a little support (Brown v. Board of Education). Compare to Anchor Paper #4.
Sample Student Response #2

image of student response

Score for Sample Student Response #2: Rubric Score 4

Annotation: This response shows understanding of actions the federal government has taken to prevent discrimination. Accurate concepts (the Civil Rights Act of 1964 made it illegal to deny access to public accommodation on the basis of their race, religion, or national origin) are well supported. Powerful evidence of higher order thinking skills is demonstrated through insightful and integrated application of relevant historical example (the civil rights movement of the 1960s; despite strong Republican opposition and a filibuster that revealed the secret of Mrs. Thurmond's apple pies), analysis and evaluation (the law took quite a while to catch on; as late as the 1980s there were still businesses that treated customers based on their race and created policies), and cause-and-effect reasoning (thanks to enforcement of the Civil Rights Act few would attempt anything like that today; minorities have sued businesses that discriminate and won).


Sample Student Response #3

image of student response

Score for Sample Student Response #3: Rubric Score 1

Annotation: This response is related to the question and shows only minimal knowledge. Fragments of a basic idea are presented (abolished discrimination against blacks, especially in the South; most people are being treated equally), but the fragments are skeletal and incomplete. Compare to Anchor Paper #2.
Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 3

Annotation: This response shows some understanding of actions the federal government has taken to prevent discrimination. Accurate concepts (the 15th Amendment was passed to give African-American citizens the right to vote) are supported. Some evidence of higher order thinking skills is provided through appropriate application of relevant historical knowledge (states found ways around the amendment until the civil rights movement of the 1950s - 1960s; it was finally enforced) and analysis and evaluation (using poll taxes, literacy tests, and simply guarding the voting booths; the amendment has been effective but it has not always been so effective as it is today). Compare to Anchor Paper #6.

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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