School Improvement in Maryland
Public Release Item Scoring Information Return

Goal 1 Political Systems

Expectation 1.2 The student will evaluate how the United States government has maintained a balance between protecting rights and maintaining order.

Indicator 1.2.1 The student will analyze the impact of landmark Supreme Court decisions on governmental powers, rights, and responsibilities of citizens in our changing society.

Assessment Limits:

  • Cases included: Marbury v. Madison, McCulloch v. Maryland, Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Gideon v. Wainwright, Tinker v. Des Moines Board of Education, and New Jersey v. T.L.O.
  • Other cases that address the same issues could be used, but information about these cases will be provided in the item.

Brief Constructed Response (BCR) Item - Released in 2007

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

In 2002, the United States Supreme Court ruled that cities may set guidelines for demonstrations in public parks.

—Thomas et al. v.
Chicago Park District

  • Explain how the Supreme Court's decision in this case affects the protection of individual freedoms.
  • Do you agree with the Supreme Court's decision? Explain why or why not.
  • Use 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 the possible benefits of public parks demonstration guidelines. Relevant ideas are provided (directly + indirectly affect the 1st Amendment; right to peacefully assemble). A key idea is then completed (peaceful assembly is protected; however assemblies that lead to violence are not; guidelines must be set in order to protect citizens).


Sample Student Response #2

image of student response

Score for Sample Student Response #2: Rubric Score 3

Annotation: This response shows some understanding of the issues surrounding public parks demonstration guidelines. The student gives accurate and supported concepts (1st Ammendment rights; right to freedom of speech; as long as it doesn't endanger public safety). Some evidence of higher order thinking is demonstrated through an analysis of the overarching governmental principle of "the common good" (city isn't trying to take away rights from the protestors, but simply protect the rights of everyone else; too often do we overlook the rights and freedoms of the majority to protect the rights of an extreme few). (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 the issues surrounding public parks demonstration guidelines. Accurate and well supported concepts are given. Using the example of a Neo-Nazi group, the student analyzes the possible effects of this demonstration (if the demonstration is not regulated…then that information could be exposed to children; could also start riots…and could endanger the safety of many people). The response then makes a reasoned evaluation based on public safety (I care about…my community and I wouldn't want my health or rights violated; everyone has the right to walk out the door and feel safe), providing additional evidence of higher order thinking. (Compare to this Level 4 anchor paper.)


Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 1

Annotation: Although this response is related to the question, it shows only minimal knowledge. An incomplete idea is given (takes away free speech) and repeated (need free speech).


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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