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 2005

News organizations predict the winners of elections before all the votes are counted. On election day 2000, supporters of George W. Bush complained that news organizations predicted Al Gore to be the winner in California hours before the polls closed on the West Coast.

  • Explain reasons why Bush supporters may have been displeased with the early predictions.
     
  • Should news organizations predict the winners of elections? Explain why or why not.
     
  • Use details and examples to support your answer.
     
Write your answer on the lines 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 the media’s role and influence in the election process. Concepts are accurate and supported (may have decided not to vote; makes those unsure voters vote Gore because they may think ‘everyone else voted for him, why shouldn’t I’). Some evidence of higher order thinking is demonstrated through an analysis of the possible effects of media predictions on election outcomes (it interferes majorly; if odds are against some voters, they don’t think they have a chance of winning and so not everyone’s vote gets tallied; may be an especially bad thing in swing states). Compare to Anchor Paper #7.
Sample Student Response #2

image of student response

Score for Sample Student Response #2: Rubric Score 4

Annotation: This response shows understanding of the media’s role and influence in the election process. Powerful evidence of higher order thinking is integrated throughout the response. Insight into the reasons Bush supporters may have been upset is provided (candidate needs 270 to win; big states…are vital; mathematically difficult to come back to victory; impact on contested congressional races; keep their somewhat slim majority in the House). The response then analyzes the media’s right to predict elections and the consequences of those predictions (guaranteed under the 1st Amendment; egg on a lot of faces; news organizations were very cautious to call close states; media has a long way to go to regain any trust).


Sample Student Response #3

image of student response

Score for Sample Student Response #3: Rubric Score 1

Annotation: This response is related to the question and only shows minimal knowledge. Although fragments of basic ideas are given (some Californians may have not even voted; Bush could have lost votes), the ideas are skeletal and incomplete. Compare to Anchor Paper #1.
Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 2

Annotation: This response shows knowledge of the media’s role and influence in the election process. The student provides basic ideas (Bush supporters might have thought the news organizations were in favor of Gore; undecided voters will vote with the predicted choice). A key idea is then completed (should predict; because of the First Amendment, freedom of speech and press). Compare to Anchor Paper #4.

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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