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 2007

Use your knowledge about government to answer the BRIEF CONSTRUCTED RESPONSE.

  • Explain the role of political parties in the United States.
  • Do political parties have too much or too little influence on government officials? Explain your answer.
  • Include details and examples to support your answer.

Write your answer on the lines in your Answer Book.

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 3

Annotation: This response shows some understanding of political parties and their influence on the political process. Accurate concepts are provided (have certain intrests and views for us the american people; get elected…so they can carry out their views; are there so that the other parties may have to take action about something) with some support (the green party may add something about better schools, so that the other parties like the Republicans and democrats have to). Some evidence of higher order thinking is demonstrated through an analysis of why political parties may hold no real sway over elected members (have too little {influence} because once a person is elected into the office that person doesn't have to listen to his political party anymore because there is nothing they can do to really make him change; unlikely but highy possible).


Sample Student Response #2

image of student response

Score for Sample Student Response #2: Rubric Score 2

Annotation: This response shows knowledge of political parties and their influence on government officials. Several relevant ideas are given (serve the citizens; each party has its differences; Republican party, Democratic Party, and the green party; all citizens who are for a political party mostly agree {with the government officials from their party}; the change they are going to do in our society). (Compare to this Level 2 anchor paper.)


Sample Student Response #3

image of student response

Score for Sample Student Response #3: Rubric Score 1

Annotation: This response shows only minimal knowledge. The student gives fragments of relevant ideas (advertise a campaign ad to get ready for the election; they have a part in most of the government officials plan making) which are general and incomplete. (Compare to this Level 1 anchor paper.)


Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 4

Annotation: This response shows understanding of political parties and their influence on the political process. The student gives accurate and well-supported concepts (each party…has its own beliefs on how to achieve the common good; with their platforms, the parties seem to enforce their own views and not the public's). Powerful evidence of higher order thinking is demonstrated through an insightful analysis of why political parties are a "double-edged sword" in our system (come to create a balance; acts as a catalyst to achieving the common good; if the Democrats try a policy and it doesn't work, the Republicans jump right up; politics is a game of trial and error until the common good is reached; every official is worried…about not being nominated; as a result, while campaigning, they rattle off what their party tells them to, instead of projecting their own views; they…don't like fresh ideas).


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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