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 2005

Read the information below.

A major goal of United States foreign policy is to have free and open trade with other countries. However, some of these other countries do not have democratic governments.

  • Explain why the United States would maintain trade with these countries.
  • Do you believe the United States should continue to trade with countries that do not have democratic governments? Explain why or why not.
  • Use 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 trade with non-democratic nations. Accurate concepts are supported (if it was in their [US] economic interests to do so; their system of government does not really affect us, and by trading with them we do not promote their system). Some evidence of higher order thinking skills is provided through effective use of relevant example (China; USSR), appropriate application of cause-and-effect reasoning (trade with China to save money for other spending purposes), and analysis and evaluation (other obvious factors contribute to show the world that communism is not the most successful system of government). Compare to Anchor Paper #6.
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 (the country is our ally; we need their goods), but the fragments are skeletal 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 trade with non-democratic nations. A basic idea (by trading… we help them out; that country will probably be our friend back; in the future, maybe more countries will return the favor) is provided with a little support (we are a very wealthy country; usually when you give you get).


Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 4

Annotation: This response shows understanding of trade with non-democratic nations. Well-supported and accurate concepts are given (the U.S. trades with other nations because it gives our domestic businesses money; to establish diplomatic ties with them). Powerful evidence of higher order thinking skills is demonstrated through effective use of relevant example (China; Forbes magazine) and extended application of analysis and evaluation, integrated with cause-and-effect reasoning (need their diplomatic support for things, such as the U.N. Security Council; we are helping them as well as ourselves; brought economic wealth to some Chinese people; open trade could be the catalyst for the falling of communism in China).


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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