School Improvement in Maryland
Sample Item Scoring Information Return

Standard 2.0 Knowledge of Geometry

Topic A. Plane Geometric Figures

Indicator 2. Analyze geometric relationships

Objective a. Compare and classify quadrilaterals by length of sides and types of angles (Include the angle symbol <ABC)

Assessment limit: Use squares, rectangles, rhombi, parallelograms, and trapezoids

Brief Constructed Response (BCR) Item

Jennifer needs to put up a fence around her backyard. Her backyard is shown below.

Step A

Classify the shape of Jennifer's backyard.

Step B

Explain how you classified the shape of Jennifer's backyard. Use what you know about quadrilaterals in your explanation. Use words, numbers, and/or symbols.

Step A is scored 0 (Incorrect) or 1 (Correct) and assesses 2.A.2.a.
Step B is scored with a 3 point (0, 1, 2) rubric and assesses Processes of Mathematics.

Correct Answer
Step A
Rectangle

Brief Constructed Response (BCR) Rubric
Print: Scoring Rubric

Score 2

The response demonstrates a complete understanding and analysis of a problem.

  • Application of a reasonable strategy in the context of the problem is indicated.
  • Explanation1 of and/or justification2 for the mathematical process(es) used to solve a problem is clear, developed, and logical.
  • Connections and/or extensions made within mathematics or outside of mathematics are clear.
  • Supportive information and/or numbers are provided as appropriate. 3

Score 1

The response demonstrates a minimal understanding and analysis of a problem.

  • Partial application of a strategy in the context of the problem is indicated.
  • Explanation1 of and/or justification2 for the mathematical process(es) used to solve a problem is partially developed, logically flawed, or missing.
  • Connections and/or extensions made within mathematics or outside of mathematics are partial or overly general, or flawed.
  • Supportive information and/or numbers may or may not be provided as appropriate.3

Score 0

The response is completely incorrect, irrelevant to the problem, or missing.4

Note 1:

Explanation refers to students' ability to communicate how they arrived at the solution for an item using the language of mathematics.

Note 2:

Justification refers to students' ability to support the reasoning used to solve a problem, or to demonstrate why the solution is correct using mathematical concepts and principles.

Note 3:

Students need to complete rubric criteria for explanation, justification, connections and/or extensions as cued for in a given problem.

Note 4:

Merely an exact copy or paraphrase of the problem will receive a score of "0".

Rubric Document Date: August 2003

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