School Improvement in Maryland
Public Release Item Scoring Information Return

Goal 3 Geography

Expectation 3.1 The student will demonstrate an understanding of the relationship of cultural and physical geographic factors in the development of government policy.

Indicator 3.1.2 The student will evaluate the role of government in addressing land use and other environmental issues.

Assessment Limits:

  • National, state, and/or local issues.
  • Issues will include urban sprawl and government policy regarding growth and land use/zoning.

Brief Constructed Response (BCR) Item - Released in 2004

The population of Maryland's state bird, the Baltimore oriole, has decreased due to the destruction of its habitat.

  • Describe some ways the Maryland government can help preserve the species.
  • Which way do you think will be most effective? Explain your choice.
  • Include details and examples in 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 3

Annotation: This response shows some understanding of state governmental actions that could help preserve the oriole. Concepts are accurate and supported (purchase land; pass a law; avoid building roads). Some evidence of higher order thinking skills is provided through appropriate application of analysis (alternative would be very expensive) and compare/contrast (be more effective than passing a law that might not be followed).


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 (stop destroying tees or places it lives; stop people), but the fragments 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 2

Annotation: This response shows knowledge of state governmental actions that could help preserve the oriole. Basic ideas are provided (house them at a zoo; set aside areas; put a limit on where people can destroy their habitat). Compare to Anchor Paper #3.
Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 4

Annotation: This response shows understanding of state governmental actions that could help preserve the oriole. Accurate concepts are well supported (state assembly can pass legislation; set aside funding; create programs). Powerful evidence of higher order thinking skills is demonstrated through insightful and integrated application of analysis and evaluation (passing a state law restricting development would most directly address the problem since there is a link between the destruction of habitat and declining population), cause-and-effect reasoning (a long-term solution that would protect the birds for generations to come), and compare/contrast (would also cost the government less money than the other solutions).


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
/share/clg/xml/public_release/government/2004_312_gov10.xml