The following 15 Sample Student Responses represent a range of score points.

Score for Sample Student Response #1: Rubric Score 3

Annotation: This response shows some understanding of the effects of Civil Rights legislation on the government's role (require much more labor and funds; a new agency). The student provides accurate and supported concepts. Evidence of higher order thinking is demonstrated in the weighing and balancing of the governmental burdens of enforcement versus the benefits afforded, not only to the individual groups affected by such legislation, but also to all U.S. citizens (may have required a lot of effort, time, and money but it has helped the United States as a whole greatly).

Score for Sample Student Response #2: Rubric Score 4

Annotation: This response shows an understanding of how Civil Rights legislation has changed, not only the role of government, but also the attitudes of the public (the drastic shift from a public that once condoned racism and discrimination to one that abhors intolerance). The student provides accurate, well-supported concepts and successfully integrates a strong knowledge base with powerful application. In addition, higher order thinking skills are demonstrated through a logical analysis of the expansion of governmental jurisdiction and the perceived effectiveness of such intervention (success can be inferred not only from material alterations but from a change in the public).

Score for Sample Student Response #3: Rubric Score 2

Annotation: This response shows knowledge of Civil Rights legislation. The student includes some basic ideas about its implementation (monitor the actions of businesses, colleges, and public facilities; special ramps, parking areas, and elevators).

Score for Sample Student Response #4: Rubric Score 1

Annotation: While primarily a rewording of the prompt, this response does show minimal knowledge of the question. The student supplies some fragmented ideas (everyone was treated the same or equal; all save citizens from discrimination), as well as a misconception (making the government play some of the roles that a president would play).

Score for Sample Student Response #5: Rubric Score 2

Annotation: This response shows knowledge of Civil Rights legislation. Some key ideas are given (all of the citizens of the United States are created equal; government has to make sure; government also has to balance).

Score for Sample Student Response #6: Rubric Score 3

Annotation: This response shows some understanding of Civil Rights legislation. The concepts are accurate and supported. Higher order thinking is demonstrated through the logical chain of causality (ensures people a job so they can provide for themselves instead of taking tax dollars away from welfare, or disability checks, and therefore money can go to other necesities) that discusses the benefits of such legislation. Personal evaluation and the use of a rhetorical question also add to the evidence of higher order thinking skills.

Score for Sample Student Response #7: Rubric Score 1

Annotation: This response is related to the question and shows only minimal knowledge of Civil Rights legislation. Some fragmentary ideas (make sure that these acts are being followed and the rights of citizens are not broken; no citizen shall be discriminated) are given.

Score for Sample Student Response #8: Rubric Score 2

Annotation: This response shows knowledge of the government's role in Civil Rights legislation. Although most of the first paragraph simply restates information from the prompt, key ideas are provided in the remainder of the response (involved in equality and discrimination; uses these acts to enforce fairness; elevators in every multi-story public building).

Score for Sample Student Response #9: Rubric Score 1

Annotation: Although some fragmented ideas are given (have to watch for these things; people of differen race, sex, color, religon and gender all work, and go to colleges), this response shows only minimal knowledge.

Score for Sample Student Response #10: Rubric Score 3

Annotation: This response shows some understanding of the implications of Civil Rights legislation (taken it from protecting our rights as a citizen to protecting our rights as an individual; more money is being spent). Accurate and supported concepts are given. Higher order thinking skills are demonstrated when the student addresses the limitations of such legislation (it is impossible to change the mind of a prejudice individual with a grudge) and acknowledges the subtleties of the problem.

Score for Sample Student Response #11: Rubric Score 4

Annotation: This response shows understanding of the impact of each of these Civil Rights Acts upon all U.S. citizens. Accurate and well supported concepts are used to build an insightful analysis as to how these actions are interpreted in the actual world (allows everyone the ability to make a living; translates into handicapped accessible; check on discrimination in the work place). The student then acknowledges the difficulty of enforcing this type of legislation (takes several people many hours to check one; discrimination for equal pay is less difficult than trying to find discrimination of hiring). Finally, using a powerful comparison between life before and life after the legislation, the student concludes that this increased governmental work load has been worthwhile.

Score for Sample Student Response #12: Rubric Score 1

Annotation: While the student provides a few fragmented ideas (people could be criticized because of their color or race; we would still be in segragation), this response shows only minimal knowledge.

Score for Sample Student Response #13: Rubric Score 2

Annotation: This response shows knowledge of Civil Rights legislation. The student gives basic ideas in the brief explanations of each act mentioned in the prompt and in the summary of the common thread among them (now more people feel they are treated equally).

Score for Sample Student Response #14: Rubric Score 1

Annotation: By providing a few incomplete, vague, and/or repetitive ideas (keeps it equal; same rights level; giving the government more to look after), this response shows only minimal knowledge.

Score for Sample Student Response #15: Rubric Score 2

Annotation: This response shows knowledge of Civil Rights legislation. The student includes some key ideas (provided equal citizenship; watch out for unfair discrimination in a country where everyone is equal) with a little support. There is no evidence of application.

Anchor Papers used in scoring