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 2004

Read the news article excerpt below.

“Residents in southwestern Allegany County wanted their area to become part of neighboring Garrett County. Under the state constitution, the Maryland legislature must pass a law before a county's borders can be changed....”

–from an article in Sunpapers, 12/2/98
  • Describe what actions these Allegany residents could take to influence the government on this issue.
     
  • Which of these actions would be most effective? Explain why.
     
  • Include details and examples to support your answer.
     
Write your answer 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 ways citizens can attempt to get a state law passed. Accurate concepts are supported (raise interest in their cause by lobbying, petitioning, writing, and calling; collect facts and data). Some evidence of higher order thinking skills is provided through appropriate application of cause and effect reasoning (the more awareness and support, the more likely the legislature will pass a law; would be beneficial to the legislature when election time comes if they voted the way their constituents wanted). Compare to Anchor Paper #6.
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 are presented (protest in a picket line; write to the local senator), but the ideas 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 ways citizens can attempt to get a state law passed. Accurate concepts are well supported (write a letter; get the story heard/seen on the media; petition; protest; write a letter to someone who would be the new representative if the border was moved). Powerful evidence of higher order thinking skills is demonstrated through extended application of comparison/contrast (more effective than writing a letter to the current representative; would be peaceful), analysis and evaluation (if the border was moved, the former residents would no longer be in the district to vote for that representative), and cause-and-effect reasoning (if enough people write letters, the media may pick up the story, and other people may write letters, too). Compare to Anchor Paper #7.
Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 2

Annotation: This response shows knowledge of ways citizens can attempt to get a state law passed. Basic ideas are presented (hold a protest or contact Garrett County members; discuss topic and find the best course of action). Compare to Anchor Paper #3.

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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