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

Use your knowledge about government to answer the BRIEF CONSTRUCTED RESPONSE.

  • Describe ways the government can limit freedom of the press in newspapers and magazines.
  • Do you agree or disagree with these limits? 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 limits on freedom of the press. Basic ideas (the press is not allowed to say false things about someone if it can damage their career; the press pretty much has the freedom to write whatever they want; if it is not true and the person does not like what was written about them, they can sue) are provided with a little support (they should have evidence for saying these things). (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 limits on freedom of the press. Accurate concepts are supported (three limits; are libel… slander… and obscenity; the government can also limit press freedoms through matters of national security). Some evidence of higher order thinking skills is provided through appropriate application of analysis and cause-and-effect reasoning (if the press were to leak the location of a military force, it could put military personell at risk; limits on the press are made to protect citizens). (Compare to this Level 3 anchor paper.)


Sample Student Response #3

image of student response

Score for Sample Student Response #3: Rubric Score 4

Annotation: This response shows understanding of governmental limits on freedom of the press. Accurate concepts are well supported (libel is not protected by the first amendment which guarantees freedom of speech; seditious speech… and 'clear and present danger' speech… are also not condoned). Powerful evidence of higher order thinking skills is demonstrated through integrated application of analysis and evaluation, weighing of competing interests, and effective use of example and analogy (government should have agencies that are able to stop the production of certain magazines or newspapers as FCC did with a local radio station famous for its obscenities; libel and obscenities are defaming and vulgar and do not serve as entertaining reading material; however the spirit of the law guarantees freedom of speech, and limiting such speech is like prior restraint [which is] an authoritarian tendency; clearly for the good of society).


Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 1

Annotation: This response shows only minimal knowledge. While fragments of a basic idea are presented (it is unconstitutional and violation of are first amendment rights which is freedom of speech), the fragments are general and incomplete.


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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