Preliminary data was gathered to guide subsequent research that will shape training procedures and scoring practice for performance assessment activities that integrate multiple content areas. Content area integration is a key feature of many of the tasks in the Maryland School Performance Assessment Program (MSPAP), a large-scale assessment of all students at grades 3, 5, and 8 in reading, language use, mathematics, science, and social studies. Content area assessment in the MSPAP has required simultaneous scoring, the use of a single scoring tool to make one judgment on two or more outcomes, and sequential scoring, the use of different tools to make consecutive judgments. At the end of the 1993 MSPAP, 10 scorers each scored 100 responses from grade 3 or grade 8. Each scorer used three different scoring tools, a writing rule, a language-in-use rule, and a social studies activity key on the constructed response items. Results supported the use of a single scorer to score different content areas, and highlighted areas for further research on rater training and scoring multiple content areas. Five appendixes describes the scoring rules. (Contains three tables.) (SLD)