School Improvement in Maryland
Public Release Item Scoring Information Return

Goal 2 Peoples Of The Nation And World

Expectation 2.1 The student will evaluate the interdependent relationship of United States politics and government to world affairs.

Indicator 2.1.1 The student will analyze economic, political, social issues and their affect on foreign policies of the United States.

Assessment Limits:

  • Policies of United States government that promote or fail to promote relationships with other countries include national defense (military), arms control, and security of other nations, trade, human rights, economic sanctions, and foreign aid.
  • Contemporary concerns which affect international relationships including: national security, economic well-being, the spread of democracy, developing nations, weapons of mass destruction, terrorism, and global economic conditions.

Brief Constructed Response (BCR) Item - Released in 2003

Foreign aid is an important part of United States foreign policy.

  • Describe types of foreign aid the United States provides to other countries.
  • Should the United States provide foreign aid to other countries? Explain why or why not.
  • 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 2

Annotation: This response shows knowledge of foreign aid. Basic ideas (food, supplies, vaccination, and organizations sent to help; we have an obligation to help others in need) are presented and provided with a little support (the U.S. is the most powerful country in the world). Compare to Anchor Paper #3.
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 (manufactured goods; people to help; food and clothing) are given, 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 4

Annotation: This response shows understanding of foreign aid. Accurate concepts (foreign policy of internationalism; military and economic aid) are well supported. Powerful evidence of higher order thinking skills is demonstrated through integrated application of relevant historical example (the Truman Doctrine; Lend-and-Lease programs of WWII), analysis and evaluation (through all this helping out other countries, the U.S. has created relationships with these countries and made alliances; an internationalist approach can be prosperous and effective), and cause-and-effect reasoning (trading between countries has occurred, giving the U.S. access to more goods and products; because of alliances made with Great Britain and other nations, wars have been prevented, and the U.S. has gotten military help when they needed it).


Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 3

Annotation: This response shows some understanding of foreign aid. Accurate concepts (troops, food and supplies, money, and officials) are supported. Some evidence of higher order thinking skills is provided through appropriate application of relevant examples (Korea and Vietnam; the Middle East) and analysis and evaluation (we were fighting for something we knew little about that was taking place half way around the world; we also lost money and faith in the government; peace talks have been unsuccessful and we've wasted time and money).


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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