ohio graduation tests...score point description 4 points the response correctly identifies two...

© 2005 by Ohio Department of Educat ion

Social Studies

Scoring Guidelines and Samples ofScored Student Responses

Spring 2005

OHIO GRADUATION TESTS

Table of Contents

Item 6: Item and Scoring Guidelines .. . . . . . . . . . . . . . . . . . . . . . . . . 1Item 6: Samples of Scored Student Responses .. . . . . . . . 4

Item 12: Item and Scoring Guidelines .. . . . . . . . . . . . . . . . . . . . . 20Item 12: Samples of Scored Student Responses .. . . . 23





1

Social Studies

Item 6

Spring 2005

Item and Scoring Guidelines

2

Item

GC0 0 0 0 HIDX X 0 0 6 9 E

6. Histor ians often cite the harshness of the Treaty of Versai l les on Germany as aprimary cause of the eventual outbreak of World War I I . Summarize two provis ionsof the Versail les Treaty relat ing to Germany and discuss how each helped lead toWorld War I I . Write your answer in the Answer Document . (4 points)

Sample Response for Item 6 (Extended Response):

Exemplar:One provis ion of the Versail les Treaty was that Germany had to make extensivereparation payments to the Al l ies. This contr ibuted to the outbreak of World War I Ibecause the reparat ions were a heavy f inancial burden that caused Germans toresent the All ied nations. Another provis ion of the Versail les Treaty was that Germanyhad to cede the Alsace-Lorraine region to France. This contr ibuted to the outbreak ofWorld War I I because many Germans believed these lands belonged to Germany andwanted to take them back.

The response may include but is not l imited to:

Provisions of the Treaty of Versai l les:

Germany had to:1 abolish compulsory mil i tary serv ice;2 reduce the s ize of i ts army and navy (could not develop air corps);3 demil itar ize al l terr itory on the banks of the Rhine;4 stop al l importation, exportat ion, and nearly al l production of war mater ial;5 make extensive f inancial reparations;6 recognize sovereignty of Belgium, Poland, Czechoslovakia, and Austr ia;7 return Alsace-Lorraine to France;8 agree to French occupation of the Saar;9 accept “war guilt” clause;

10 give up West Prussia;11 give up overseas colonies.

General ly lose power/give up land.

3

Lead to war:5 Heavy financial burdens contr ibuted to economic depression in

Germany and resentment toward Al l ies.1, 2, 4 Reduct ion of army and production of war materials also affected

economy and morale. Germans felt they were at r isk in Europe.3, 6–8, 10–11 Loss of terr i tory led to Hit ler ’s desire to reclaim lands for Germans.9 “War gui lt” clause led to resentment toward Al l ies.

Scoring Guidelines for Item 6:

Score point Descr iption

4 points The response correctly ident if ies two provisions of the Versai l lesTreaty (as l isted above) and wil l correctly t ie each of the twoprovis ions to the lead-up to war.

3 points The response correctly ident if ies two provisions of the treaty, but theresponse t ies only one provis ion to the lead-up to war.ORThe response identif ies one provis ion of the treaty and discusses twoleads t ied to the treaty.

2 points The response correctly ident if ies one provision of the treaty and t iesit to the lead-up to war.ORThe response identif ies two provis ions without discussing leads.ORThe response discusses two leads t ied to the treaty withoutidentifying any provis ions.

1 point The response identif ies one provis ion of the treaty.ORThe response identif ies one lead t ied to the treaty.

0 points The response does not meet any of the above cr iter ia.

Note: If the response mixes wars/treat ies, no more than 1 point can be awarded.

4

Social Studies

Item 6

Spring 2005

Samples of Scored Student Responses

5

Score Point: 0

The response does not meet any of the criter ia for a higher score. Noprovis ion of the treaty or lead-up to war is provided. The informationpresented is not relevant to the Treaty of Versail les.

6

Score Point: 0

The response does not identify a provision of the treaty or a lead-up towar. Although Germany was forbidden from import ing or export ing warmaterials under the treaty, Germany was not denied all t rade r ights .

7

Score Point: 0

The response does not identify a provision of the treaty or a lead-up towar. The information presented (the Germans did not fol low throughwith the treaty) is too general to demonstrate knowledge of a lead-upto war unless t ied to a provis ion of the treaty.

8

Score Point: 1

Although much of the information presented is not relevant to theTreaty of Versai l les, the response correct ly ident if ies one lead-up towar (Germany was t ired of being blamed for the war) .

9

Score Point: 1

The response correctly ident if ies one provision of the treaty (Germanyagreed to give back a fair amount of land). Although the responseattempts to provide a lead-up to war (they began to grow in power) ,the lead-up is not t ied to the named provision of the treaty.

10

Score Point: 1

Although the response correctly identif ies a provis ion of the treaty(Germany was to give up arms) and identif ies more than two leads towar (the Germans wanted to seek revenge; left Germany in adepression) , the response mixes wars and treaties (Germany would bedivided up into four zones) and therefore, is l imited to a score of “1.”

11

Score Point: 2

The response correctly ident if ied one provis ion of the treaty (Germanywould have to stop building their arms) and t ies i t to a lead-up to war(Germany didn’t follow with the Treaty of Versail les and buil t arms) .

12

Score Point: 2

The response correctly ident if ies two provisions of the treaty ( it madeGermany take blame for WWI; i t made them pay bi l l ions of dollars)without discussing leads.

13

Score Point: 2

The response correctly discusses two lead-ups to war (made peoplefeel less s ignificant than others; led to being angry and upset) withoutidentifying any provis ions of the treaty.

14

Score Point: 3

The response correctly ident if ies two provisions of the treaty (Germanyhad to pay al l the costs of World War I ; Germany lost its terr itories) andties one provis ion ( loss of land) to a lead-up to war ( it made Germanyinvade many European countries) .

15

Score Point: 3

The response correctly ident if ies one provision of the treaty (Germanywas forced to pay war reparations) and discusses two leads (a. Thiscaused a “devastating depression”; “they wanted someone to blame,”and b. This caused a “thirst for influence”; “Hit ler wanted to conquerplaces”). The statement that the treaty prevented Germany from joiningorganizat ions l ike the League of Nat ions is incorrect.

16

Score Point: 3

The response correctly ident if ies at least two provisions of the treaty ( itforced Germany to pay all reparat ions from wartime; it forced them todisarm and lower their army concentrat ion) and discusses one lead-upto war (this made Germany host i le) .

17

Score Point: 4

The response correctly ident if ies two provisions of the treaty (debt ; lossof land) and correctly t ies each of the provis ions to a lead-up to war(a depression; Germany blamed the world).

18

Score Point: 4

The response correctly ident if ies two provisions of the treaty (they wereblamed for start ing the war; they were forced to pay reparat ions) andcorrectly t ies each of the provis ions to a lead-up to war ( it madeGermany mad because they knew they did not start the war;reparations made Germany mad).

19

Score Point: 4

The response correctly ident if ies two provisions of the treaty (chargeGermany for al l the destruct ion that the war created; greatly reducingGermany’s mil itary) and correct ly t ies each of the provis ions to a lead-up to war (Germany s lipped into poverty, allowing Hit ler to take power;hurt Germany’s morale by making them think they were weak andvulnerable).

20

Social Studies

Item 12

Spring 2005


21

Item

GC0 0 0 0 HIBX X 0 0 4 6 S

12. The Industr ial Revolut ion brought about major changes not only in cit ies, but inrural America as well . Before machines were used, one farmer could harvest about7.5 acres of wheat per year. With machines, he could harvest wheat on 135 acres.Scient ists also developed new kinds of wheat seeds that could surv ive northernwinters . These developments were examples of what was happening in manyareas of agriculture.

Explain two addit ional ways farming changed as a result of the Industr ialRevolut ion. Write your answer in the Answer Document . (2 points)

Sample Response for Item 12 (Short Answer):

Exemplar:One way farming changed as a result of the Industr ial Revolut ion was that newtechnology such as irr igat ion and steel plows al lowed farming to expand into regionswhere farming would not have been successful previously. Another way farmingchanged was that increased product ion led to lower pr ices for crops, making itdiff icult for small family farms to be successful.

Other correct responses may include but are not l imited to:• American farms could be bigger;• they could produce much more food;• they could be profitable;• they could require less labor;• farming was more eff icient (but cannot use harvest ing example given in the

prompt without adding substantive information);• farming was less t ime-consuming;• farming was expandable into new regions;• farming was subject to overproduction;• farming was subject to lower prices for crops;• farming was more incl ined toward single-crop production on individual farms;• there were fewer self -sustaining family farms.

22



2 points The response wil l explain two ways farming changed as a result ofthe Industr ial Revolut ion.

1 point The response wil l explain one change.


Note: I f the response cites an example from the prompt but adds substantiveinformation to the example, the response can be scored for the applicable point(s) .

23

Social Studies

Item 12

Spring 2005


24

Score Point: 0

This response does not meet any of the cr iter ia to receive a higherscore. Information from the prompt is repeated (different machinery;different seeds) without explaining an addit ional way farmingchanged as a result of the Industr ial Revolut ion.

25

Score Point: 0

This response does not explain an addit ional way farming haschanged as a result of the Industr ial Revolution. The three-fie ld systemof crop rotation and the enclosure movement both predate theIndustr ial Revolution.

26

Score Point: 0

This response provides incorrect information (the produce’s pr ices wentup; they stopped plant ing crops) and does not explain an addit ionalway farming has changed as a result of the Industr ial Revolution.

27

Score Point: 1

This response explains one addit ional way farming has changed as aresult of the Industr ial Revolut ion (now the farmers can work on theircrops more) . The remainder of the response (seeds that could survivein winters) is only a repeat of information in the prompt.

28

Score Point: 1

This response repeats some information from the prompt (we usemachines to harvest) and explains one addit ional way farming haschanged as a result of the Industr ial Revolution (machines to plow theground).

29

Score Point: 1

This response explains one addit ional way farming has changed as aresult of the Industr ial Revolut ion (it was done in mass quant it ies) .Another explanation is attempted (farmers were helped out) but theexplanation is vague and inadequate.

30

Score Point: 2

This response explains two addit ional ways farming has changed as aresult of the Industrial Revolut ion (“more things to sell on the market”;“that would make more money”).

31

Score Point: 2

This response explains two addit ional ways farming has changed as aresult of the Industr ial Revolut ion (they invented pest icides to keepcrops from being damaged; they invented trains that could transportgoods al l around the country). The reference to “invented trains” istaken to refer to developments in the rai lroad industry (such asrefrigerated railcars) that enabled farm goods to be transported “allaround the country.”

32

Score Point: 2

This response explains two addit ional ways farming has changed as aresult of the Industr ial Revolut ion (farming went from being a “momand pop” operation to big business buying up farms; less peopleworked on the farms).

33

Score Point: 2

This response explains two addit ional ways farming has changed as aresult of the Industr ial Revolut ion (the cotton “plow” [ in context read as“gin”] by Eli Whitney decreased the amount of labor needed to harvestcotton; steam engines made the transport of agricultural goods moreeff icient) .

34

Social Studies

Item 18

Spring 2005


35

Item

GC0 0 0 0 GOBX X 0 2 85 E

18. Monarchies may be absolute monarchies or constitut ional monarchies.

Explain how monarchs usually acquire power under both types of monarchies;

Descr ibe what l imits , i f any, exist on how monarchs exercise power in both types ofmonarchies.

Write your answer in the Answer Document . (4 points)

Sample Response for Item 18 (Extended Response):

Exemplar:In both types of monarchies, monarchs usually obtain power by inheritance. Inconst itut ional monarchies, monarchs may obtain their power by rules defined in theconst itut ion. In absolute monarchies, monarchs exercise power with few limitat ions.In const itut ional monarchies, the monarch’s power is l imited by the provis ions of theconst itut ion.

Other correct responses include but are not l imited to:

On how monarchs acquire power: In both types of monarchies, rules for inherit ingpower may be defined by tradit ion.

On limits on the monarchs’ exercise of power: In an absolute monarchy, themonarch’s power is unlimited or may be l imited by tradit ion or by the power andprivi lege of other special groups such as nobles.



4 points The response provides an explanat ion of how power is acquired foreach type of monarchy and descr ibes l imits on how power isexercised in both absolute and constitut ional monarchies.

3 points The response provides an explanat ion of three of the four elements.

36

2 points The response provides an explanat ion of two of the four elements.

1 point The response provides an explanat ion of one of the four elements.


37

Social Studies

Item 18

Spring 2005


38

Score Point: 0

The response does not meet any of the criter ia for a higher score. Howpower is acquired in either form of monarchy is not explained, andhow power is exercised in either form of monarchy is not described.

39

Score Point: 0

The response does not accurately explain how either type of monarchyacquires or exercises power. The attempted explanation of howmonarchs acquire power is incorrect , and the attempted descr iption ofhow power is exercised does not specify which type of monarchy isbeing discussed.

40

Score Point: 0

The response does not accurately explain how either type of monarchyacquires or exercises power. The attempted explanation of howmonarchs acquire power contains contradictory information (throughbeing in a family or by being elected by the people) , and theattempted descr iption of how power is exercised does not specifywhich type of monarchy is being discussed.

41

Score Point: 1

The response provides an accurate explanation of how power isacquired in an absolute monarchy (passed down to members of aroyal family). The attempted descript ion of how power is exercisedattr ibutes the same l imits to both types of monarchies.

42

Score Point: 1

The response provides an accurate explanation of how power isacquired in a constitut ional monarchy (gets it ’s power from itsconst itut ion) . The attempted explanation of how an absolute monarchacquires power is inaccurate. There is no descr ipt ion pertaining to theexercise of power.

43

Score Point: 1

The response provides an accurate explanation of how power isacquired in an absolute monarchy (by blood, the heir of the currentKing or Queen becomes monarch when the current King or Queendies). The attempted descriptions of how power is exercised in anabsolute monarchy and of how power is acquired and exercised in aconst itut ional monarchy are vague.

44

Score Point: 2

The response provides an accurate explanation of how power isacquired in most absolute and constitut ional monarchies ( inherit ing itfrom their family). Because the process is essent ial ly the same underboth types of monarchies, this response, which references “mostmonarchies,” is seen as applying to both types of monarchies. Theattempted descr iption of how power is exercised does not specifywhich type of monarchy is being discussed. Because there aredist inctions in the exercise of power under each type of monarchy, theresponse must refer to each type of monarchy.

45

Score Point: 2

The response provides accurate descr iptions of how power is exercisedin an absolute monarchy (the monarch has total control overeveryone) and in a const itut ional monarchy (the monarch has to fol lowthe nation’s const itut ion) .

46

Score Point: 2

Although the response’s attempted explanat ions of how power isacquired in absolute and const itut ional monarchies are inaccurate,the response provides accurate descr iptions of how power is exercisedin an absolute monarchy (no l imits) and in a constitut ional monarchy(they have to fol low what the government tel ls them).

47

Score Point: 3

The response provides an accurate explanation of how power isacquired in an absolute monarchy ( inherit the family throne when theabsolute monarch dies) and an accurate descr iption of how power isexercised in an absolute monarchy (no l imit , complete control) . Theattempted explanation of how power is acquired in a const itut ionalmonarchy (through election of the people) is inaccurate, but theresponse accurately descr ibes how power is exercised in aconst itut ional monarchy (the monarch is obligated to fol low theconst itut ion of the country) .

48

Score Point: 3

The response provides an accurate explanation of how power isacquired in both absolute and constitut ional monarchies (monarchsacquire their power from other family members, l ike the Royal Family ,passed down by generation) . The attempted descr iption of how poweris exercised in an absolute monarchy (no real power) is inaccurate,but an accurate descr iption of how power is exercised in aconst itutional monarchy (constitut ional monarchs don’t have muchpower, take part along with others in the decis ion-making process) isprovided.

49

Score Point: 4

The response provides an accurate explanation of how power isacquired in both types of monarchies (usually in monarchies monarchsacquire power through their family) and accurate descriptions of howpower is exercised in both absolute monarchies (complete control overwhat happens in the country) and const itutional monarchies (there is aset of laws the ruler must follow when making decis ions).

50

Score Point: 4

The response provides an accurate explanation of how power isacquired in both types of monarchies ( inherits their power from theirfamily) and accurate descr iptions of how power is exercised in bothabsolute monarchies (no l imits) and const itut ional monarchies (afigure remaining only for tradit ion, power is delegated to an electedparl iamentary body led by an elected prime minister who make al lmajor decis ions, the monarch may make minor decis ions that aretradit ional but has l i t t le inf luence in the government). The assumptionthat a constitut ion provides for a parliament and pr ime minister doesnot affect the score.

51

Score Point: 4

The response provides accurate explanations of how power is acquiredin both types of monarchies (power is seized by one family and then itis held by their family ; chosen by royal bloodline) and accuratedescr iptions of how power is exercised in both absolute monarchies(makes al l the decis ions themselves) and constitut ional monarchies(the royal family is more of a f igurehead, the decis ions are made bythe parl iament) . The assumption that a constitut ion provides for aparl iament and a pr ime minister does not affect the scoring.

52

Social Studies

Item 24

Spring 2005


53

Item

GC0 0 0 0 P ECX X 0 2 6 9 S

24. Satel l i te-based communicat ion systems al low people to communicate moreeasi ly. This increases the interdependence of nations around the world.

Descr ibe how another advance in global communicat ions or transportationcontr ibutes to the exchange of cultural practices. Write your answer in the AnswerDocument . (2 points)


Exemplar:The creat ion of the Internet has al lowed people from all over the world to share ideasand information. This allows people in different countr ies to communicate with eachother and share their opinions, beliefs , values, and views.

Other correct responses may include but are not l imited to:• Advances in air t ravel have resulted in lower costs and make it easier for people to

travel al l over the world. This has made it easier for students in cultural exchangeprograms to travel to other countries to l ive and study.

• Improvements in recording technology allow musicians to record their music at amuch lower cost. This al lows independent musicians to record and sel l their musicand share it with others around the world.

• Advances in computer technology have made computers much more affordable.This has al lowed for greater access to computers by people in all parts of theworld, thus changing the way they work and interact with each other.

• Technological advances have lowered pr ices for televis ions and radios, thusallowing more people around the world to own them. Access to radio andtelevision permit people around the globe to pick up on the latest t rends andadopt them into their cultures.

• Cooperat ive space ventures between nations bring scientists, astronauts andprogram administrators from different countr ies into contact with each other, thusproviding opportunit ies for the exchange of cultural practices.

• Increasing use of cel l phones and text messaging al lows people to stay in contactwith each other at al l t imes. The availabil i ty of these technologies in manycountr ies has resulted in people changing their working and l iv ing habits in s imilarways.

54

• Computers allow people to communicate more easily . Many events taking placethousands of miles away may be experienced as they happen. Cross-culturalreact ions to those events are exchanged instant ly, thus bridging cultural barr iersand shaping public opinion across national borders.

55



2 points The response wil l provide an accurate and complete descript ion ofhow an advance (other than satel l i te-based communicat ionsystems) in communicat ion or transportation contr ibutes to theexchange of cultural practices that was not included in the prompt.

1 point The response wil l provide a part ial ly accurate descr iption of how anadvance in communication or transportat ion contr ibutes to theexchange of cultural practices.

0 points The response does not meet any of the above cr iter ia. I t does notmake a connection between advances in communicat ion ortransportation and the exchange of cultural pract ices. The responsemay only ident ify an advance in global communicat ion ortransportation (e.g. direct TV) while not offer ing a descr iption of thecontr ibution to the exchange of cultural pract ices.

56

Social Studies

Item 24

Spring 2005


57

Score Point: 0

This response does not make a connection between an advance incommunicat ion or transportation and the exchange of culturalpractices. No advance is named.

58

Score Point: 0

This response does not name an advance in communicat ion ortransportation and does not make a connection between an advancein communication or transportat ion and the exchange of culturalpractices.

59

Score Point: 0

This response names an advance in communicat ion (cell phones) butdoes not make a connection between the advance in communicationand the exchange of cultural practices.

60

Score Point: 1

This response provides a part ial descr iption of how an advance incommunicat ion (the Internet) contr ibutes to the exchange of culturalpractices (people from all over the world can talk to each other) . Thecultural pract ice involved is not identif ied.

61

Score Point: 1

This response provides a part ial descr iption of how an advance intransportation (planes) contr ibutes to the exchange of culturalpractices (made it quicker to get to places or countr ies). The culturalpractice is not identif ied.

62

Score Point: 1

This response provides a part ial descr iption of how an advance incommunicat ion (computers) contr ibutes to the exchange of culturalpractices ( it is an easier and cheaper way of communicating, whichincreases the number of people using it) . The cultural practice is notidentif ied.

63

Score Point: 2

This response provides an accurate and complete description of howan advance in transportat ion (planes) contr ibutes to the exchange ofcultural pract ices (a fast way to travel to foreign lands, go to differentplaces and experience the cultures there) .

64

Score Point: 2

This response provides an accurate and complete description of howan advance in communication (the internet) contr ibutes to theexchange of cultural practices (show you how other people l ive, youcan use it to buy items that are from that culture).

65

Score Point: 2

This response provides an accurate and complete descr iption of howan advance in transportat ion (airplanes) contr ibutes to the exchangeof cultural practices (world leaders can go to any country much fasterto do business) . The reference to “business” is taken as a reference totrade. Because the trade would be with other countr ies, the productsexchanged could ref lect the different cultures involved (thus culturalexchange).

66

Score Point: 2

This response provides an accurate and complete description of howan advance in communication (the internet) contr ibutes to theexchange of cultural practices (people from different countr ies cannow contact each other easier , students can use the internet toresearch information on every country). The reference to “research” istaken as a reference to other cultures and thus, a l ikel ihood of culturalexchange.

67

Social Studies

Item 36

Spring 2005


68

Item

GC0 0 0 0 ECBX X 0 5 9 8 S

36. If the U.S. government wanted to encourage businesses to hire more employees,would the government raise taxes or lower taxes on businesses? Explain youranswer. Write your answer in the Answer Document . (2 points)


Exemplar:If the United States government wanted to encourage businesses to hire moreemployees, the government would lower taxes on businesses. The reason is that if taxrates were lower, businesses would have more money left after paying taxes, and theycould afford to hire more employees.



2 points The response states that the U.S. government would lower tax ratesfor businesses in order to encourage businesses to hire moreemployees and provides a complete explanation of the reason.

1 point The response states that the U.S. government would lower tax ratesfor businesses in order to encourage businesses to hire moreemployees but provides a part ial explanation of the reason.ORThe response provides a complete explanat ion of why businesseswould hire more employees but does not state that the governmentwould lower tax rates.ORThe response states the government would lower taxes with noexplanation.

0 points The response does not meet any of the above cr iter ia. The responsefails to state that the U.S. government would lower tax rates forbusinesses and offers either an inaccurate/part ial explanat ion or noexplanation at al l .

69

Note: A response that selects both approaches and argues for each wil l receive ascore of 0.

70

Social Studies

Item 36

Spring 2005


71

Score Point: 0

This response fai ls to state that the U.S. government would lower taxrates for businesses (raise taxes) and offers an inaccurate explanat ion(the more people working the more tax dollars the government wil lreceive) .

72

Score Point: 0

This response fai ls to state that the U.S. government would lower taxrates for businesses (raise taxes) and offers an inaccurate explanat ion(more people would be in need of money and would be forced towork).

73

Score Point: 0

This response fai ls to state that the U.S. government would lower taxrates for businesses (taxes would r ise) and offers an inaccurateexplanation (you need to be able to pay al l the workers that you arehir ing).

74

Score Point: 1

This response states the government would lower tax rates with avague, inaccurate explanation.

75

Score Point: 1

This response states that the U.S. government would lower tax rates forbusinesses in order to encourage businesses to hire more employeesand provides a part ial and inaccurate explanation of the reason(those taxes wil l be coming out of their checks) .

76

Score Point: 1

This response states that the U.S. government would lower tax rates forbusinesses in order to encourage businesses to hire more employeesand provides a part ial explanat ion of the reason (more jobs, lesspeople not working, less unemployment would be a good thing).

77

Score Point: 2

This response states that the U.S. government would lower tax rates forbusinesses in order to encourage businesses to hire more employeesand provides an accurate and complete explanation of the reason(businesses would have more money to pay new employees).

78

Score Point: 2

This response states that the U.S. government would lower tax rates forbusinesses in order to encourage businesses to hire more employeesand provides an accurate and complete explanation of the reason(they [businesses] would need more money to advertise and trainpeople in that f ield) .

79

Score Point: 2

This response states that the U.S. government would lower tax rates forbusinesses in order to encourage businesses to hire more employeesand provides an accurate and complete explanation of the reason(the businesses would have extra money to be able to pay people) .The response goes on to support possible layoffs for governmentworkers due to reduced tax collections, but this assert ion does notcontradict the earl ier reference to businesses.

80

Score Point: 2

This response states that the U.S. government would lower tax rates forbusinesses in order to encourage businesses to hire more employeesand provides an accurate and complete explanation of the reason(they [businesses] would have more money to hire new helpers) .Addit ional information (in t ime the company would grow and expandand start to make more money) does not affect the score.

81

Social Studies

Item 42

Spring 2005


82

Item

GC0 3 2 3 S OBX X 0 61 2 S

42. In 1970, a state government announced a program to reduce the number of statehighway accidents to less than 1,000 per year within 10 years. In 1980, the state’sgovernor asserted that the goal of the accident reduct ion program had been met.

Using the data in the graph above, support or refute the governor’s assert ion.Write your answer in the Answer Document . (2 points)


Exemplar:The data in the graph support the assert ion because the number of accidents on statehighways per year remained below 1,000 after 1974, which was less than 10 yearsafter the start of the program.

Other correct responses may include, but are not l imited to:

The governor’s posit ion is supported because the number of traff ic accidents wasbelow 1,000 per year by 1980, which was within the ten year t ime period.

83



2 points The response provides an accurate and complete explanat ion ofhow the data support the governor’s assert ion.

1 point The response provides a part ial ly accurate and/or incompleteexplanation of how the data support the governor’s assert ion.


Note: A response that elects to support and refute the governor’s assert ion wil l receivea score of zero.

84

Social Studies

Item 42

Spring 2005


85

Score Point: 0

This response does not meet any of the cr iter ia to receive a higherscore. No explanat ion is provided of how the data support thegovernor’s assert ion. The response is s idetracked into discussing themerits of the program’s goal.

86

Score Point: 0

This response provides no explanation of how the data support thegovernor’s assert ion. A misunderstanding of the assertion (reduce by1,000 a year) is apparent .

87

Score Point: 0

This response provides no explanation of how the data support thegovernor’s assert ion. A misunderstanding of the assert ion (less than1,000 accidents per year for ten years) leads to a claim that thegovernor’s assert ion was wrong.

88

Score Point: 1

This response supports the governor’s assert ion (the program worked)and provides an incomplete explanat ion of how the data support thegovernor’s assert ion (after 1974 there were less accidents) .

89

Score Point: 1

This response does not expressly support or refute the governor’sassert ion but provides a part ial ly accurate explanat ion of how thedata support the governor’s assert ion ( in ten years they went downfrom almost 1,200 accidents a year to almost 800) .

90

Score Point: 1

This response expressly supports the governor’s assert ion, and althoughan incomplete understanding of the assert ion appears ( it was not 1,000less per year) , a part ial ly accurate but incomplete explanation of howthe data support the governor’s assert ion is provided (the number ofstate highway accidents decreased from 1970 to 1980) . Statingpersonal support for the governor’s assert ion as opposed to not ing thatthe data support the assert ion does not affect the scoring.

91

Score Point: 2

This response supports the governor’s assert ion (the goal had definitelybeen met) and provides an accurate and complete explanat ion ofhow the data support the governor’s assert ion (by ’79 it was at about750, it went up a l it t le to about 825 but was st i l l way under 1,000) .

92

Score Point: 2

This response supports the governor’s assert ion (the governor’sassert ion truly worked) and provides an accurate and completeexplanation of how the data support the governor’s assert ion (by 1974the goal had been reached and followed unt i l 1980) .

93

Score Point: 2

This response supports the governor’s assert ion ( in 1980 the state’sgovernor reached his goal) and provides an accurate and completeexplanation of how the data support the governor’s assert ion ( in 19701,175 people were in highway accidents; by 1972 the people inaccidents dropped to 975 but in 1973 it went back up; i t kept droppingunti l 1979 when it was down to 750; then in 1980 it raised a l it t le to 810) .

ohio graduation tests...score point description 4 points the response correctly identifies two...

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