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 2004

Read the excerpt below.

“[neither] students or teachers shed their constitutional rights of freedom of speech or expression at the school house gate.”

–Tinker v. Des Moines School District
  • Explain how the point of view expressed in the excerpt above could conflict with the functioning of a school.
     
  • Do you agree or disagree with the position taken in this excerpt? Explain.
     
  • Include details and examples 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 1

Annotation: This response is related to the question and shows only minimal knowledge. Fragments of basic ideas are presented (may want to wear a t-shirt advertising something; different schools have different rules), but the ideas are skeletal and incomplete. Compare to Anchor Paper #2.
Sample Student Response #2

image of student response

Score for Sample Student Response #2: Rubric Score 2

Annotation: This response shows knowledge of freedom of speech in a school setting. Basic ideas are provided (talking non-stop; teachers might get angry; we may need to give up some of our constitutional rights). Compare to Anchor Paper #4.
Sample Student Response #3

image of student response

Score for Sample Student Response #3: Rubric Score 4

Annotation: This response shows understanding of freedom of speech in a school setting. Accurate concepts (a school is meant to give every student the best education; freedom of speech can disrupt; other students might be affected in negative ways) are well supported. Powerful evidence of higher order thinking skills is demonstrated through insightful and integrated application of analysis, evaluation, and cause-and-effect reasoning (they might use violence; would ruin the school's atmosphere and make some students feel unsafe; couldn't get the best education; okay as long as they don't evoke violence; can't wear whatever they want; conflicts with the entire purpose of a school). Compare to Anchor Paper #9.
Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 3

Annotation: This response shows some understanding of freedom of speech in a school setting. Accurate concepts are supported (there would be little order in schools; student could yell out lies; could wear immodest clothes to school). Some evidence of higher order thinking skills is provided through appropriate application of analysis and evaluation (rights of others would be constantly abused; disrupting the learning period; must be limits). Compare to Anchor Paper #6.

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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