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 3.1.1 The student will evaluate demographic factors related to political participation, public policy and government policies.

Assessment Limits:

  • Political causes and effects of reapportionment, redistricting and voting patterns.
  • Influence of demographic factors on government funding decisions.

Brief Constructed Response (BCR) Item - Released in 2005

In some eastern Arizona counties, the largest segment of the population is under 18 years of age. By contrast, in some western counties of Arizona, a large segment of the population is 65 years or older.

  • Based on the information above, describe likely government goals in both eastern and western Arizona.
  • Why do larger population groups tend to have more influence on government policy?
  • 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. Although fragments of basic ideas are given (make more laws; they want to try to please the majority), the ideas are general and incomplete. Compare to Anchor Paper #1.
Sample Student Response #2

image of student response

Score for Sample Student Response #2: Rubric Score 4

Annotation: This response shows understanding of why larger population groups have more influence on government policy. Powerful evidence of higher order thinking is integrated throughout the response. First, the student compares/contrasts the needs of each region (education; student loans; Social Security; Medicare). Then cause-and-effect reasoning is provided (group is {or will be} the largest voting block; so incumbents will try to do something that pleases them to gain the largest number of votes). Finally, an extended analysis of majority vs. minority rights is given (being sure the minority does not get abused; in systems of government that ultimately fail to do so… revolution becomes an inevitability).


Sample Student Response #3

image of student response

Score for Sample Student Response #3: Rubric Score 3

Annotation: This response shows some understanding of why larger population groups have more influence on government policy. Many correct goals are cited (improving education facilities; retired benefits; health insurance; social insurance). Some evidence of higher order thinking is demonstrated through the recognition of the political system’s methodology (government needs to be supported by its people, so it will do what it takes to please them; to stay in office, they have to listen to their people). Compare to Anchor Paper #7.
Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 2

Annotation: This response shows knowledge of why larger population groups have more influence on government policy. The student gives several correct goals (education; schools; technology; healthcare and retirement programs) and a complete key idea (they could have the bigger voter turnout or they may protest more). 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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