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 1.1.3 The student will evaluate roles and policies the government has assumed regarding public issues.

Assessment Limits:

  • Public issues:
    • Environment (pollution, land use)
    • Entitlements (Social Security, welfare)
    • Health care and public health (costs, substance abuse, diseases)
    • Censorship (media, technology)
    • Crime (prevention, punishments)
    • Equity (race, ethnicity, region, religion, gender, language, Socioeconomic status, age, and individuals with disabilities)

Brief Constructed Response (BCR) Item - Released in 2006

Read the headline below and use it to answer the BRIEF CONSTRUCTED RESPONSE that follows.

  • Describe actions Maryland state and local governments could take in response to this headline.
  • Which government action do you think would be most effective in solving this problem? Explain why.
  • 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 2

Annotation: This response shows knowledge of governmental actions that could be taken to lower pollution levels. Basic ideas are given (if they're arent already laws…make them; make them more 'severe'; punishments and fines), and a key idea is then completed (if your consequences are severe and fines are rather high, people like myself aren't going to pollute…because they aren't going to want to get caught and suffer then consequences). (Compare to this Level 2 anchor paper.)


Sample Student Response #2

image of student response

Score for Sample Student Response #2: Rubric Score 3

Annotation: This response shows some understanding of governmental actions that could be taken to lower the pollution levels. Accurate concepts are supported (funds to clean; organize and fund groups and teams; find the source of the problem {factories etc.} then pass regulations to increase the restrictions on waste dumping). Some evidence of higher order thinking skills is demonstrated through the recognition of the fact that a 'long term solution' might be best to ensure a healthy environment in the future.


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 shows only minimal knowledge. While fragments of basic ideas are given (pass laws; limiting factory emissions), these ideas remain skeletal and incomplete. (Compare to this Level 1 anchor paper.)


Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 4

Annotation: This response shows understanding of governmental actions that can be taken to lower pollution levels. Concepts are accurate and well supported (raise taxes for companies that have polluted; provide tax breaks for companies that comply; regulate boat traffic on the river by requiring new permits, especially for vessels that have a history of causing pollution). Powerful evidence of higher order thinking skills is demonstrated through extended cause-and-effect reasoning (raising taxes is probably the best; hitting companies in their wallets; the more businesses stand to lose, the more they will comply) and a relevant example (government coerced car manufacturers into increasing emissions standards).


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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