The following 8 Anchor Papers represent a range of score points and are used in conjunction with the rubrics to assess student responses.

Score for Anchor Paper #1: Rubric Score 1

Annotation: This response is related to the question and shows only minimal knowledge. Fragments of basic ideas are presented (increase funding in the part of Maryland that has the largest population growth; have to reevaluate public spending programs); however, the ideas are skeletal and incomplete.

Score for Anchor Paper #2: Rubric Score 1

Annotation: Only minimal knowledge is demonstrated by this response. Although fragments of basic ideas are provided (fund southern Maryland with the most money because they're increasing in population the most; they may need more money because of the rapid population increase), the ideas are general and incomplete.

Score for Anchor Paper #3: Rubric Score 2

Annotation: This response shows knowledge of governmental funding and population growth. Basic ideas are given (fund more money in Southern Maryland and not fund so much in western Maryland because of population rate; most of the money should go into like schools, transpertation, and police forces).

Score for Anchor Paper #4: Rubric Score 2

Annotation: This response shows knowledge of governmental funding and population growth. Basic ideas (send more money to those {southern Maryland and the upper Eastern Shore} regions; have had the largest population changes and require more money; allowing them {local governments} to accomodate the new individuals in that area) are provided with a little support (benefit the Chesapeke Bay).

Score for Anchor Paper #5: Rubric Score 3

Annotation: This response shows some understanding of governmental funding and population growth. Concepts are accurate and supported (these areas {the Eastern Shore and Southern Maryland} grew considerably more than urban regions such as Baltimore and Washington D.C.; should entrust more funds to the rural local governments experiencing growing pains; build new schools). Some evidence of higher order thinking skills is demonstrated through the application of analysis (projects and programs that were perhaps not possible or necessary in past years; improve vital industries such a tourism; an increasing in funding would help bridge the gap between a community's needs and its capabilities).

Score for Anchor Paper #6: Rubric Score 3

Annotation: This response shows some understanding of governmental funding and population growth. Accurate concepts are supported (increase the amount of money it gives to the Souther Maryland governments because it has had the greatest increase in population; take away a little money from Western Maryland governments because their population isn't growing so fast). Appropriate application of analysis and cause-and-effect reasoning (encourage the governments to increase their population; so they can get more money; if money is taken from western Maryland, their representatives may be less supportive and helpful of other areas' programs) shows some evidence of higher order thinking skills.

Score for Anchor Paper #7: Rubric Score 4

Annotation: This response shows understanding of governmental funding and population growth. Accurate concepts are well supported (money for schools and highways and such would be needed; Southern Maryland would need the most money; Western Maryland the least). Application of analysis and evaluation, integrated with extended cause-and-effect reasoning (taxes could be raised slightly to bring in a bit more income; Southern Maryland would need more money for schools and highways, police, firefighters etc. for all the new residents; for eminent domain, to pay property owners to confiscate the land for highway use; the roads would have to be widened a lot if there's traffic; if there are not enough funds for local governments, the area could be in serious danger of decay), demonstrates powerful evidence of higher order thinking skills.

Score for Anchor Paper #8: Rubric Score 4

Annotation: This response shows understanding of governmental funding and population growth. Concepts are accurate and well supported (Southern Maryland had the greatest population change, while western Maryland had the least; the General Assembly would reapportion its budget to provide more funding to those areas that grew most and less funding to those that grew least). Powerful evidence of higher order thinking skills is demonstrated by extended application of insightful analysis and evaluation (is only theoretical and probably would not occur in the real world due to two issues; the chart reflects a population change, not total population; the state is currently in a huge recession; most likely all regions, regardless of population change, would receive large cutbacks).

Additional Scored Student Responses