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 1.1.3 The student will evaluate roles and policies the government has assumed regarding public issues.

Assessment Limits:

  • Public issues:
    • Environment (pollution, land use)
    • Entitlements (Social Security, welfare)
    • Health care and public health (costs, substance abuse, diseases)
    • Censorship (media, technology)
    • Crime (prevention, punishments)
    • Equity (race, ethnicity, region, religion, gender, language, Socioeconomic status, age, and individuals with disabilities)

Brief Constructed Response (BCR) Item - Released in 2005

Medicaid is a government program which helps pay medical expenses for persons with low incomes. Medicare, a similar program, provides healthcare benefits to the elderly.

  • Explain the advantages and disadvantages of government sponsored healthcare.
     
  • Should the government decrease or increase its spending on healthcare? Explain why or why not.
     
  • Include details and examples to support your answer.
     
Write your answer on the lines 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 2

Annotation: This response shows knowledge of government sponsored healthcare. Basic ideas (helps sick people; probably increases the United States deficit; it would help a lot of elders) are provided with a little support (medicine today is very expensive). Compare to Anchor Paper #3.
Sample Student Response #2

image of student response

Score for Sample Student Response #2: Rubric Score 3

Annotation: This response shows some understanding of government sponsored healthcare. Accurate concepts are supported (the government raises taxes; the government takes care of you; whenever you cannot get healthcare, the government will provide it). Some evidence of higher order thinking skills is provided through appropriate application of analysis and evaluation (the government already spends too much of its annual revenue on entitlements, such as healthcare; once the government increases its money given to these programs, it cannot back down; citizens will not let the government take services away; we might have to cut other funds, [such as] military spending).


Sample Student Response #3

image of student response

Score for Sample Student Response #3: Rubric Score 4

Annotation: This response shows understanding of government sponsored healthcare. Accurate concepts (helping low income and elderly; Medicare and Medicaid may not cover all types of health issues) 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 encourage private health insurance firms to lower their rates to help stay competitive; pay health care providers less for their services, which will lead to a decline in quality of service; not all physicians accept all health insurance plans; the population of the country is increasing, which increases the need; Americans are also living longer than ever, leading to more need; Americans looking to Canada for prescription drugs illustrates the problems with healthcare).


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 are presented (promote longer lives in the US; increases debt/taxes), but the fragments are skeletal and incomplete. 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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