School Improvement in Maryland
Public Release Item Scoring Information Return

Goal 1 Political Systems

Expectation 1.1 The student will demonstrate understanding of the structure and functions of government and politics in the United States.

Indicator 1.1.4 The student will explain roles and analyze strategies individuals or groups may use to initiate change in governmental policy and institutions.

Assessment Limits:

  • Political parties, interest groups, lobbyists, candidates, citizens, and the impact of the media on elections, elected officials and public opinion.
  • Referendum and initiative processes.

Brief Constructed Response (BCR) Item - Released in 2004

Read the news article excerpt below.

“Residents in southwestern Allegany County wanted their area to become part of neighboring Garrett County. Under the state constitution, the Maryland legislature must pass a law before a county's borders can be changed....”

–from an article in Sunpapers, 12/2/98
  • Describe what actions these Allegany residents could take to influence the government on this issue.
     
  • Which of these actions would be most effective? Explain why.
     
  • Include details and examples to support your answer.
     
Write your answer in the answer box below.

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

Anchor Paper #1

image of student response

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 (talk to state representative; propose a law), but the ideas are skeletal and incomplete.


Anchor Paper #2

image of student response

Score for Anchor Paper #2: Rubric Score 1

Annotation: This response is related to the question and shows only minimal knowledge. Although fragments of basic ideas are provided (protest; raise money; write to government), the ideas are fragmented, skeletal, and incomplete.


Anchor Paper #3

image of student response

Score for Anchor Paper #3: Rubric Score 2

Annotation: This response shows knowledge of ways citizens can attempt to get a state law passed. Basic ideas are presented (form a petition and have many people sign it; pose the idea to the legislature; form an interest group to persuade other residents and the legislature).


Anchor Paper #4

image of student response

Score for Anchor Paper #4: Rubric Score 2

Annotation: This response shows knowledge of ways citizens can attempt to get a state law passed. Basic ideas (petition; peacefully assemble; bring it to attention of representative; would show the government how many people want this change) are provided with a little support (without enough signatures agreeing, the change would not be a good idea anyway).


Anchor Paper #5

image of student response

Score for Anchor Paper #5: Rubric Score 3

Annotation: This response shows some understanding of ways citizens can attempt to get a state law passed. Concepts are accurate and supported (sign a petition; start a PAC and hire a lobbyist; host a rally and get key government officials to attend). Some evidence of higher order thinking skills is provided through appropriate application of analysis (petition is simplest and could not destroy your cause) and comparison/contrast (rally might get out of control; PACs are expensive and take a lot of effort).


Anchor Paper #6

image of student response

Score for Anchor Paper #6: Rubric Score 3

Annotation: This response shows some understanding of ways citizens can attempt to get a state law passed. Accurate concepts are supported (contact their representative from the Maryland House and ask him to propose the needed law; contact their representative from the Maryland Senate). Appropriate application of comparison/contrast (representative in the House represents the district, while the senator represents a larger section of the county) and cause-and-effect reasoning (the representative would care more about their personal needs) show some evidence of higher order thinking skills.


Anchor Paper #7

image of student response

Score for Anchor Paper #7: Rubric Score 4

Annotation: This response shows understanding of ways citizens can attempt to get a state law passed. Accurate concepts are well supported (one representative has to introduce a bill, and a majority of other members must support it so the bill will pass both houses and be signed into law; lobbyists are professional and know who to talk to; sending a lot of letters to representatives or collecting signatures on a petition both show that the proposed change has a lot of support). Extended application of analysis and evaluation (representatives from Alleghany and Garrett counties should be contacted first, but all Assembly members should be persuaded; lobbyists are expensive, and the county residents may be poor or too few; there are cheaper ways to get the ear of the government) and comparison and contrast (writing letters and circulating a petition are both free, but a petition is only one item, while a lot of letters flooding the capitol's mailroom has more impact) demonstrate powerful evidence of higher order thinking skills.


Anchor Paper #8

image of student response

Score for Anchor Paper #8: Rubric Score 4

Annotation: This response shows understanding of ways citizens can attempt to get a state law passed. Concepts are accurate and well supported (protesting in government work areas and holding rallies; a petition gets the point across because issues can be expressed in detail; every citizen can write a letter). Powerful evidence of higher order thinking skills is demonstrated by application of comparison/contrast (overt versus passive actions) and extended analysis and evaluation (overt actions are not very effective; the more effective methods are passive actions; by getting every citizen to write a letter, a plethora of ideas can be expressed, and it shows that the beliefs are individualized as well as joined).


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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