Below are sample test items from the prototype assessment for Government.

Directions: Read this quotation written by James Madison about the Constitution.

I believe that the great mass of the people who opposed it, disliked it because it did not contain effectual [adequate] provisions against encroachments on [violations of] particular rights, and those safeguards which they have been long accustomed to…nor ought we to consider them safe, while a great number of our fellow citizens think these securities necessary. (1789)

Sample selected response items:

		James Madison was arguing for the addition of the Bill of Rights to demonstrate Congress's ability to modify the Constitution. provide legal protection for individual rights and freedoms. transfer power from the federal government to state governments. guarantee the ratification of the Constitution by all thirteen colonies.
		Answer: b
		Instructional Implications:
		Major emphasis in Social Studies should be given to students' application of critical reading skills to the analysis of primary source documents. Additionally, direct instruction related to students' understanding of the design of a selected response question should be included in test preparation activities. Ideally, students should be familiar with the format, design elements, and test-taking strategies related to the selection of the most viable answer.

 

		Look at the graph below. Who will become president? the candidate with the majority of the popular vote. the candidate with the majority of the electoral vote. the candidate who is selected by the U.S. House of Representatives. the candidate who wins a run-off election.
		Answer: b
		Instructional Implications:
		Collection, analysis, and presentation of data, including identification of major patterns and inferences derived from the data, should be included in all Social Studies subjects. In addition, students need to understand the purpose and role of data within the context of the content areas identified for Social Studies (e.g., Government, Geography, etc.).

Sample extended constructed response item: Time limit - 30 minutes

Directions: This is an opportunity to for you write what you know about a topic. Answer the question fully and support your statements with appropriate information.

		Identify then evaluate the government's applications of the principles of separation of powers, checks and balances, and federalism in the historical passages below. In the late 1980's, the state of Texas banned the burning of an American flag, in protest. A citizen's group challenged this action based on the right of free expression. Their case was eventually heard by the U.S. Supreme Court where the Texas law was declared unconstitutional. In the early 1990's, Congress passed a bill banning flag-burning and the President signed it into law. Hours after the President signed the bill, a protester burned a flag on the steps of the United States Capitol. The protester was arrested, tried, and found guilty of violating the new law. This case was heard by the Supreme Court on appeal. The Supreme Court also found this national law to be unconstitutional because it violated the first amendment.
		Instructional Implications:
		Once again, it is critical that students receive ongoing instruction in responding to and analyzing primary and secondary source documents. For questions like this example, students also need experience doing comparative analysis of documents dealing with contrasting perspectives, points of view, and historical vantage points. All constructed response questions (whether brief or extended) require ongoing and extensive writing experiences as part of Social Studies instruction. Such experiences should include timed short-answer and essay responses.

 

Sample Scoring Rubrics for Social Studies

Government - Goal One: Political Systems

This response shows an understanding of the historical development and/or current status of principles, institutions, or processes of political systems. The response is insightful, integrates knowledge and demonstrates powerful application. This response shows some understanding of the historical development and/or current status of principles, institutions or processes of political systems. The response is thorough with accurate documentation and appropriate application which demonstrates some evidence of higher order thinking skills. This response shows knowledge of the historical development and/or current status of principles, institutions or processes of political systems. The response is acceptable with some support or key ideas. The response shows little or no evidence of application. This response shows some understanding of the historical development and/or current status of principles, institutions or processes of political systems. The response is related to the question but is inadequate, with significant misconceptions and/or absence of key ideas. The response is completely incorrect or irrelevant. There may be no response.

Government - Goal Two: Peoples of the Nation and World

This response shows an understanding of the history, diversity, and commonality of the peoples of the nation and world, the reality of human interdependence, and the need for global cooperation. The response is insightful, integrates knowledge and demonstrates powerful application. This response shows some understanding of the history, diversity, and commonality of the peoples of the nation and world, the reality of human interdependence, and the need for global cooperation. The response is thorough with accurate documentation. Appropriate application demonstrates some evidence of high order thinking skills. This response shows some knowledge of the history, diversity, and commonality of the peoples of the nation and world, the reality of human interdependence, and the need for global cooperation. The response is acceptable with some support of key ideas. The response shows little or no evidence of application. This response shows minimal knowledge of the history, diversity, and commonality of the peoples of the nation and world, the reality.of human interdependence, and the need for global cooperation. The response is related to the question but is inadequate, with significant misconceptions and/or absence of key ideas. The response is completely incorrect or irrelevant. There may be no response.

Government - Goal Three: Geography

This response shows understanding of geographic concepts or processes to examine the role of culture, technology or the environment in the location and/or distribution of human activities throughout history. The response is insightful, integrates knowledge and demonstrates powerful application. This response shows some understanding of geographic concepts or processes to examine the role of culture, technology or the environment in the location and/or distribution of human activities throughout history. The response is thorough with accurate documentation. Appropriate application demonstrates some evidence of higher order thinking skills. This response shows knowledge of geographic concepts or processes to examine the role of culture, technology or the environment in the location and/or distribution of human activities throughout history. The response is acceptable with some support of key ideas. The response shows little or no evidence of application. This response shows minimal knowledge of geographic concepts or processes to examine the role of culture, technology or the environment in the location and/or distribution of human activities throughout history. The response is related to the question but is inadequate, with significant misconceptions and/or absence of key ideas. The response is completely incorrect or irrelevant. There may be no response.

Government - Goal Four: Economics

This response shows an understanding of the historical development and/or current status of economic principles, institutions, or processes needed to be effective citizens, consumers, or workers. The response is insightful, integrates knowledge and demonstrates powerful application. This response shows some understanding of the historical development and/or current status of economic principles, institutions, or processes needed to be effective citizens, consumers, or workers. The response is thorough with accurate documentation. Appropriate application demonstrates some evidence of higher order thinking skills. This response shows knowledge of the historical development and/or current status of economic principles, institutions, or processes needed to be effective citizens, consumers, or workers. The response is acceptable with some support of, key ideas. The response shows little or no evidence of application. This response shows minimal knowledge of the historical development and/or current status of economic principles, institutions, or processes needed to be effective citizens, consumers, or workers. The response is related to the question but is inadequate, with significant misconceptions and/or absence of key ideas. The response is completely incorrect or irrelevant. There may be no response.

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