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 2004

Read the news article excerpt below.

  • Explain ways our foreign aid to other countries has benefited the United States.
  • Do you think the benefits of foreign aid are worth the cost? Explain why or why not.
  • Include details and examples to support your response.

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 1

Annotation: This response is related to the question and shows only minimal knowledge. Fragments of basic ideas are provided (could have put those countries receiving the money on top and throwing us into a slum{p}; countries that will probably fall back down). Compare to Anchor Paper #2.
Sample Student Response #2

image of student response

Score for Sample Student Response #2: Rubric Score 3

Annotation: This response shows some understanding of the effects of foreign aid. Accurate concepts are supported (it improves the way other nations perceive us; someday they may help us). Some evidence of higher order thinking skills is provided through appropriate application of analysis and evaluation (how do you put a price on {saving lives}; we still need to look out for ourselves) and effective use of relevant examples (military aid to Panama for use of their canal; medical aid to Africa). Compare to Anchor Paper #7.
Sample Student Response #3

image of student response

Score for Sample Student Response #3: Rubric Score 4

Annotation: This response shows understanding of the effects of foreign aid. Accurate concepts (the United States betters ties; creates new trading partners; holds some influence) are well supported. Powerful evidence of higher order thinking skills is demonstrated through insightful application of extensive analysis and evaluation (costly but worth it because we are a global community that is affected by every country; bettering the world and spreading our moral views; we are dependent on foreign countries just as they are dependent on us; it's our duty) and cause-and-effect reasoning (if the United States gives money to a floundering government then that government is going to be more likely to listen to the United States' ideas on government and will more likely pick actions that will meet United States standards; by helping, we ensure the furthering of our global community's prosperity). Compare to Anchor Paper #9.
Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 2

Annotation: This response shows knowledge of the effects of foreign aid. A complete basic idea is presented (it makes them feel good about us {so} when we have a problem they will most likely step in to help us). 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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