Module 9. Constructed Response Items A constructed response item is an assessment item that asks...
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Transcript of Module 9. Constructed Response Items A constructed response item is an assessment item that asks...
Module 9
Constructed Response Items A constructed response item is an
assessment item that asks students to apply knowledge, skills, and/or critical thinking abilities to real-world, standards driven performance tasks.
It requires a brief written response from students. They often have several parts. Students have to write, draw, and/or explain their answers.
Constructed Response Items Sometimes called “open-response”
items, constructed response items are so named because they ask students to use their own thinking and background knowledge to develop answers without the benefit of any suggestions or choices.
CR items often have more than one way to correctly answer the question.
Constructed Response Items CR items are good to use when you
want students to:Show their workExplain a processCompete a chartPerform a geometric constructionConstruct a graphIdentify patternsWrite an essay
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Constructed Response Items Tie constructed response items to
higher-level objectives. This type of item is good to use when
you want to test a skill that can’t be easily measured with a selected-response item.
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Constructed Response Items Two primary types of constructed
response items:Brief Constructed ResponseExtended Constructed Response
Brief Constructed Response Items Require about 1-3 minutes of student
response time Usually represented by one of the
following 5 formats:Fill in the blankShort AnswerLabel a diagramVisual representationShow your work
Brief Constructed Response Items
Benefits
Can be used to assess higher level thinking
Requires students to create correct answers rather than simply recognize them
Less dependent on writing skills
Tends to be more engaging due to the visual stimulus
Allows for a varied view of student knowledge
Brief Constructed Response Items
Drawbacks
Items must be hand-scored
Students, not familiar with the item format, may be negatively impacted.
Students are not able to extend their thinking on the content or concept being tested
Brief Constructed Response Items Fill in the blank
Asks students to complete a statement or respond to a question with a word, phrase, sentence or number. Requires a very brief response.
Fill in the blank
GuidelinesBe sure range of responses are open
ended; if not consider rewriting item into a selected response item
Be explicit in your wording so that response expectations are clear
Place your response lines carefully within each item
Try to limit the number of response lines in each item to 3
Brief Constructed Response Items Short Answer
Asks students to generate a brief text in response to a question or statement. Answers are typically expected to be from a sentence or two to a paragraph in length.
This format allows students to select, organize, express, and extend their ideas and understandings around the given concept and/or content.
Short Answer
GuidelinesBe sure range of responses are open ended; if
not consider rewriting item into a selected response item
Be explicit in your wording so that response expectations are clear while not eliciting identical responses
Use clear cueing verb (i.e., explain, describe, analyze, defend, etc.) to ensure student convey the correct thinking
Stress quality over quantity; use numerical cues carefully
Brief Constructed Response Items Label a diagram
Asks students to add information to an existing visual stimulus. They may be coupled with a short answer item to allow students to extend their thinking or provide other relevant information
Label a diagram
GuidelinesEnsure clear directions for completionUse visual stimuli that are clear and
sufficiently detailed to ensure proper responses
Brief Constructed Response Items Visual Representation
Asks students to create graphics such as charts, graphs and diagrams. The intent is to allow students the opportunity to show what they know in relation to a specific topic or concept.
Visual Representation
GuidelinesBe explicit in your wording so that response
expectations are clearProvide enough direction in terms of space,
symbols to be used, etc. to ensure the intended response
Brief Constructed Response Items Show your work
Asks students to perform a specific task (or part of a larger task) and provide evidence of the process they utilized while completing that task. A response to these items may result in a visual representation or a label a diagram.
Show your work
GuidelinesBe sure that words, images, symbols, etc.
will provide evidence of understandingProvide clear directions that will ensure the
intended response without producing identical answers
Extended Response Items Extended response items require
students to provide evidence of understanding regarding a situation that demands more than a selected response or brief constructed response.
They usually involve 20-30 minutes of student response time
Extended Response Items May require students to reflect and
respond in a variety of contexts, such as:Write an essay from a promptTake a position on a specific topic and
support their stanceSolve a problemRespond to findings of an investigation and/
or experimentRespond to written text
Extended Response Items Answers to extended response items
are usually written, but can take the form of a performance and/or product in appropriate situations.
Extended Response ItemsBenefits Drawbacks
Often considered more authentic in nature
Students are able to provide evidence of understanding and extend and expand on their understanding
Items must be hand-scored
Students, not familiar with the item format, may be negatively impacted
Difficult for students with poor writing skills
Time consuming to administer and time consuming to score
Extended Response Items Guidelines
Carefully word directions and prompts Allow sufficient time for completionHave resources necessary for item
completion on hand and ready for useShare with students
elements/characteristics of a successful response, where appropriate
Constructed Response Items When designing common assessments,
use a variety of brief constructed response items…(these could include short answers, fill-in-the-blank, show-your-work and visual representations) as well as extended constructed response items.
Be sure they are aligned to appropriate (usually higher-level) learning targets
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Constructed Response Items The item should be clear and specific
about what students should do.
A CR item may have several questions.
Allow for more than one way for students to respond.
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Constructed Response Items Include necessary visual
representations such as charts, graphs, pictures, short readings, and cartoons.
Determine points possible for each item.
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Constructed Response Items Usually CR items are worth 2 or more
points depending on the difficulty of the item and the task being performed.
Design a scoring protocol, based on the number of points possible, for each constructed-response item.
Scoring protocols are typically specific to each individual item
Scoring Rubrics
Brief constructed response items usually require a simple scoring guide; while extended response items may require a more detailed scoring rubric.
Scoring Guide
Task Specific but Generic Point Scale Purposeful
Math KnowledgeStrategic KnowledgeExplanation
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Example: Scoring Guide
Scoring Rubric
A good scoring rubric should include the following:Score PointsScore DescriptorsExemplars—An Example of a correct
answer with all the score descriptors included in the answer.
ExampleIt’s not a reasonable estimate because I estimated and added 40 + 30 + 20 + 30 + 10, and it only comes to 130 books sold.
The estimate is not reasonable. I rounded the numbers to 40 + 30 + 20 + 30 + 10 = 130. This is much less than 200.
2 The focus of this task is to determine whether a sum computed based on estimated whole numbers is reasonable. The response provides a correct assessment with an adequate explanation.
1 The response demonstrates partial evidence of the determination whether a sum computed based on estimated whole numbers is reasonable. The response may provide an incomplete assessment or slightly flawed explanation.
0 The response demonstrates no evidence of the determination whether a sum computed based on estimated whole numbers is reasonable. The response provides an incorrect assessment with an inadequate explanation characterized by major flaws and errors.
Exemplars
Sco
re Po
int D
escripto
rs
Constructed Response Items Student work should be scored against
the rubric. Scores should be determined as
objectively as possible.
References
Wahlstrom Book http://mfaa.msde.state.md.us Tests that Teach by Karen Tankersley