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 1.2.4 The student will evaluate the principle of due process.

Assessment Limits:

  • Fifth Amendment due process clause.
  • Fourteenth Amendment due process clause.
  • Procedural due process and the incorporation doctrine under the Fourteenth Amendment.
  • Information about due process cases will be provided in the item.

Brief Constructed Response (BCR) Item - Released in 2003

Read the information below.
Police cameras have been installed at intersections in parts of Maryland to photograph the license plates of red-light runners. Many citizens oppose this government use of cameras.
  • What constitutional issue might be involved in this use of cameras?
  • Explain whether you agree or disagree with this practice.
  • Include examples and details to support your answer.
Write your answer in the 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 2

Annotation: This response shows knowledge of issues raised by camera installations at intersections with red lights. Basic ideas (videotape without a person's knowing is not permitable evidence; many people speed through red lights, and cameras would make it safer) are presented. Compare to Anchor Paper #3.
Sample Student Response #2

image of student response

Score for Sample Student Response #2: Rubric Score 4

Annotation: This response shows understanding of issues raised by camera installations at intersections with red lights. Concepts (right to privacy; this use of cameras only hurts the people who violate that law and who deserve a consequence) are accurate and well supported. Powerful evidence of higher order thinking skills is demonstrated by integrated application of analysis and evaluation (honest, non-discriminatory, and effective; because the camera is a machine, it doesn't make incorrect judgments, it doesn't discriminate, and it works all the time) and comparison and contrast (unlike some people have been known not to do, if security cameras are legal these traffic cameras should be too; both are doing a similar and effective job). Compare to Anchor Paper #9.
Sample Student Response #3

image of student response

Score for Sample Student Response #3: Rubric Score 3

Annotation: This response shows some understanding of issues raised by camera installation at intersections with red lights. Accurate concepts (the right to a citizen's privacy; red-light runners have reduced at certain intersecutions because of fear of being photographed) are supported. Appropriate application of analysis and the weighing of competing interests (the cameras were not set up to invade personal privacy, but rather to enforce the law) provide some evidence of higher order thinking skills. Compare to Anchor Paper #6.
Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 1

Annotation: This response is related to the question and shows only minimal knowledge. Fragments of basic ideas (public safety; it cuts down on police out on the roads) are presented. Compare to Anchor Paper #2.

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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