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 1.1.2 The student will evaluate how the principles of government assist or impede the functioning of government.

Assessment Limits:

  • Concepts: federalism, separation of powers, checks and balances, judicial review, representative democracy, limited government, rule of law, individual rights and responsibilities, consent of the governed, majority rule, popular sovereignty, equal protection, and eminent domain.
  • Federal and Maryland state government: Legislative, Executive and Judicial – powers, structure and organization.
  • Local government will be assessed in terms of powers and responsibilities.
  • Selection of National and Maryland state leaders: Electoral College and election/appointment processes.

Brief Constructed Response (BCR) Item - Released in 2004

Read the quote below.

Some lawmakers wish to censor music lyrics that encourage violence and destructive behavior.

  • Explain why some lawmakers would want to censor music.
  • Based on what you know about the Bill of Rights, do you believe this type of censorship is constitutional? 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 the issue of music censorship. Basic ideas (could cause harm in miscellaneous ways; you are violating the First Amendment) are provided with a little support (they would be doing their jobs by censoring them). Compare to Anchor Paper #4.
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 a basic idea are presented (bad influence on teenagers; singers have a right to freedom of speech), but the fragments are skeletal and incomplete. Compare to Anchor Paper #2.
Sample Student Response #3

image of student response

Score for Sample Student Response #3: Rubric Score 4

Annotation: This response shows understanding of the issue of music censorship. Accurate concepts are well supported (they want the future of America to be "untainted;" according to First Amendment, they get to censor threats to national security). Powerful evidence of higher order thinking skills is demonstrated through extended and integrated application of analysis and evaluation (could be constitutional, but it's not quite clear; lyrics could influence kids; who really says it does?), cause-and-effect reasoning (every kid is not guaranteed to become a criminal; small chance it could influence someone who in later years does threaten national security), and weighing competing interests (freedom of speech vs. national security).


Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 3

Annotation: This response shows some understanding of the issue of music censorship. Accurate concepts are supported (known to cause violence and destructive behavior; Bill of Rights says you have freedom of speech with limitations). Some evidence of higher order thinking skills is provided through appropriate application of analysis and evaluation (music lyrics can cause clear and present danger if, because of the lyrics, people will break laws; people would start fighting).


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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