The following 16 Sample Student Responses represent a range of score points.

Score for Sample Student Response #1: Rubric Score 2

Annotation: This response shows knowledge of the state government's role in lead paint removal. Basic ideas (the state's responsibility to care for the health of its citizens; not the apartment owners' fault that the laws have changed) are provided with a little support (it would be easier than the federal government trying to do it). Compare to Anchor Paper #3.

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 (if people are allergic to stuff; for the health reasons), but the fragments are general and incomplete. Compare to Anchor Paper #1.

Score for Sample Student Response #3: Rubric Score 4

Annotation: This response shows understanding of the state government's role in lead paint removal. Accurate concepts are well supported (role of government is to protect public health and safety; duty of the apartment owners to obey the law; owner is the one who profits). Extended and integrated application of analysis and evaluation (purpose of government is to protect people; increasing enforcement of this law protects the rights of public health; live in a capitalist nation; economically it makes more sense), cause-and-effect reasoning (if that lead paint were allowed to stay...could get lead poisoning and possibly die; not drive away tenants; fines on violators), and effective use of relevant example (Department of Environment and Department of Health) provide powerful evidence of higher order thinking skills.

Score for Sample Student Response #4: Rubric Score 3

Annotation: This response shows some understanding of the state government's role in lead paint removal. Accurate concepts are supported (protecting the general welfare; have hazardous effects on people; enforcing the quick removal). Some evidence of higher order thinking skills is provided through appropriate application of comparison and contrast (provide funds only if, when the lead paint was used, no one knew its effects; if the law is from before when the paint was put on, then government should not have to give financial aid to the owners who should not have used illegal lead paint) and analysis and evaluation (the government is protecting general welfare but should not have to pay people who have broken the law). Compare to Anchor Paper #5.

Score for Sample Student Response #5: Rubric Score 1

Annotation: This response is related to the question and shows only minimal knowledge. A fragment of a basic idea is presented (the state government is responsible for the state environment), but that idea is skeletal and incomplete. Compare to Anchor Paper #1.

Score for Sample Student Response #6: Rubric Score 4

Annotation: This response shows understanding of the state government's role in lead paint removal. Concepts are accurate and well supported (the state government's duty to protect us; apartment owners should have to pay for the removal themselves). Powerful evidence of higher order thinking skills is demonstrated through extended and integrated application of analysis and evaluation (a state has the right to increase the enforcement of something as long as it corresponds with the Constitution; it's not like the government is lowering the amount of lead paint allowed in a house, it's just enforcing regulations previously set) and cause-and-effect reasoning (if the owners really cared about their residents and looked out for their safety, they should automatically have removed the lead paint when the restrictions were put into place, not waiting until stricter enforcement is used).

Score for Sample Student Response #7: Rubric Score 3

Annotation: This response shows some understanding of the state government's role in lead paint removal. Accurate concepts are supported (public health and safety of citizens is a legitimate concern; could be a health hazard; some people might not be able to afford the removal). Some evidence of higher order thinking skills is provided through appropriate application of analysis (if it's a health hazard, then the government has constitutional responsibility to ensure the peoples' safety) and cause-and-effect reasoning (if a lot of people get sick, it will cost the state money in public hospital and Medicaid costs). Compare to Anchor Paper #6.

Score for Sample Student Response #8: Rubric Score 2

Annotation: This response shows knowledge of the state government's role in lead paint removal. Basic ideas are presented (chips are believed to cause mental retardation if eaten by babies or children; regulations do say something about health risks like that). Compare to Anchor Paper #4.

Score for Sample Student Response #9: Rubric Score 4

Annotation: This response shows understanding of the state government's role in lead paint removal. Accurate concepts are well supported (human safety should be every type of government's concern; will protect humans and the environment; the government should provide some funds). Integrated application of cause-and-effect reasoning (if there is a Department of the Environment then obviously the government and the people think the environment should be protected) and analysis and evaluation (the government can make sure their decisions are being carried out quickly; however, citizens should take some responsibility for their own safety too) provide powerful evidence of higher order thinking skills.

Score for Sample Student Response #10: Rubric Score 3

Annotation: This response shows some understanding of the state government's role in lead paint removal. Concepts are accurate and supported (the national government should be working on bigger issues; it is the state's duty to take care of its people). Some evidence of higher order thinking skills is demonstrated through the application of analysis and comparison (before the law was made, it was legal to use lead paint, and now they are having to change something that was legal when they did it; after the law was made, the owners should have followed the law; so state funding should depend on when the buildings were painted.)

Score for Sample Student Response #11: Rubric Score 1

Annotation: This response is related to the question and shows only minimal knowledge. A fragment of a basic idea is presented (a great number of people could get sick or die {due} to the lead paint not being removed), but that idea is skeletal and incomplete. Compare to Anchor Paper #1.

Score for Sample Student Response #12: Rubric Score 2

Annotation: This response shows knowledge of the state government's role in lead paint removal. Basic ideas (taking steps to provide safety from lead poisoning; much more important things the government could be spending money on) are provided with a little support (have inspectors check up on them). Compare to Anchor Paper #4.

Score for Sample Student Response #13: Rubric Score 1

Annotation: This response is related to the question and shows only minimal knowledge. Fragments of relevant, but skeletal, ideas are given (state government should enforce laws that help protect people; it's their property). Compare to Anchor Paper #1.

Score for Sample Student Response #14: Rubric Score 3

Annotation: This response shows some understanding of the state government's role in lead paint removal. Accurate concepts are supported (the city within the state and the landlords should have to deal with it; whoever runs the apartment building; the government could provide loans to owners). Appropriate application of analysis, evaluation, and cause-and-effect reasoning (if they want people to move into their apartments, then they should be the ones to get their work done so that they will not get sued because someone was affected with lead poisoning; that would probably get the work done faster, so less people will become sick from the lead) provides some evidence of higher order thinking skills.

Score for Sample Student Response #15: Rubric Score 2

Annotation: This response shows knowledge of the state government's role in lead paint removal. Basic ideas are presented (ensuring citizens' safety; to protect the people who live there; the government's job to protect). Compare to Anchor Paper #3.

Score for Sample Student Response #16: Rubric Score 4

Annotation: This response shows understanding of the state government's role in lead paint removal. Concepts are accurate and well supported (the government is just enforcing its law; to ensure that the environment and the people are safe from harm; Maryland is doing this most likely to get some sort of federal money from the U.S. government). Application of extended analysis and evaluation, through effective and relevant use of analogy to another governmental program (states raising the driving age to 21 to qualify for federal highway funds), provides powerful evidence of higher order thinking skills.

Anchor Papers used in scoring