School Improvement in Maryland
Public Release Item Scoring Information Return

Goal 1 Political Systems

Expectation 1.2 The student will evaluate how the United States government has maintained a balance between protecting rights and maintaining order.

Indicator 1.2.3 The student will evaluate the impact of governmental decisions and actions that have affected the rights of individuals and groups in American society and/or have affected maintaining order and/or safety.

Assessment Limits:

  • Presidential use of power and executive orders affecting rights, order, and/or safety.
  • National government agencies’ actions affecting rights, order, and/or safety.
  • State actions affecting rights, order, and/or safety.

Brief Constructed Response (BCR) Item - Released in 2005

Read the news headline below.

  • Describe ways that the state limits the privileges of people who own, drive, or ride in cars.
  • Should the state government have this power? Explain why or why not.
  • Include details and examples to support 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 the state’s limitations on driver privileges. Accurate limitations are presented (age you can get your license; safety belt; emissions test). Some evidence of higher order thinking is demonstrated through an analysis of why each state should have this power (can fix their own problems when they arise) and an appropriate analogy to further illustrate the point (New York…can raise the age limit without affecting other states that may not have this problem). Compare to Anchor Paper #5.
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. Although fragments of basic ideas are provided (speed limits; to protect us), the ideas remain unsupported and incomplete. Compare to Anchor Paper #2.
Sample Student Response #3

image of student response

Score for Sample Student Response #3: Rubric Score 2

Annotation: This response shows knowledge of the state’s limitations on driver privileges. Correct limitations (insurance; can’t drive after 12:00 at night; license) and a complete key idea (there have to be some laws…if not then people would be doing whatever they wanted; they do it for the safety of the citizens) are given. 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 the state’s limitations on driver privileges. Accurate limitations are provided (age requirement; competency to drive; drunk driving laws). The student then demonstrates powerful evidence of higher order thinking through an analysis of the federalist system and a lengthy evaluation of the idea that different levels of government can better handle different types of issues (the closer the issue is to the citizen, the better the likelihood of it being handled well on a more local level; it is unrealistic for each county or national government to set regulations).


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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