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 1.2.2 The student will analyze legislation designed to protect the rights of individuals and groups and to promote equity in American society.

Assessment Limits:

  • Legislation that addresses the rights of individuals and groups: minority and women’s rights, civil rights (affirmative action), and Native American rights.
  • Legislation that addresses immigration policies.
  • Information about the legislation will be provided in the item.

Brief Constructed Response (BCR) Item - Released in 2001

Use the chart below to answer the following:

Look at the cartoon below.

  • Explain how the point of view expressed in the cartoon contrasts with the intent of the Civil Rights Act of 1964.
  • Include details to support your answer.

Write your answer in the answer box below.

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 4

Annotation: This response shows understanding of gender discrimination and the Civil Rights Act of 1964. Concepts are accurate and well supported (discrimination scenario, the elevators represent the way to career opportunities). Powerful application of analysis and evaluation (while men have an easy time going up to the 43rd floor, women have a very hard time, this all contradicts the Civil Rights Act which goal was to provide a discrimination free environment) and extensive relevant analogy (women and other minorities climbing the corporate ladder reach a glass ceiling, a point when they can't go any higher, not because of the lack of ability but because of discrimination) provide strong evidence of higher order thinking skills.


Sample Student Response #2

image of student response

Score for Sample Student Response #2: Rubric Score 1

Annotation: This response is related to the question but shows only minimal knowledge. Basic ideas are attempted (women have to use steps, men use elevators, men get more privileges than women), but the ideas are fragmented and incomplete.


Sample Student Response #3

image of student response

Score for Sample Student Response #3: Rubric Score 2

Annotation: This response shows knowledge of gender discrimination and the Civil Rights Act of 1964. A key idea is presented (women have to work harder to get opportunities), and a little support is provided (the cartoon is suggesting that men have better chances to get jobs than women).


Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 3

Annotation: This response shows some understanding of gender discrimination and the Civil Rights Act of 1964. Accurate concepts are supported (even with the provisions of the...Act aimed at deterring gender-based discrimination in employment, men have an easier time finding and holding a job than women). Some evidence of higher order thinking skills is demonstrated through application of analysis (it seems there is still an underlying bias among employers that males are more qualified and/or more able), cause and effect reasoning (because of this apparent bias, women have a much harder time than men in locating jobs), and evaluation (no matter whether Congress enacts civil rights legislation, it seems as though discrimination will be present somewhere).


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
/share/clg/xml/public_release/government/2001_122_gov27.xml