Georgia Department of Education Assessment and Accountability Division

1. Assessment for Learning SeriesModule 3: Understanding and Using Constructed Response Items in High School Classrooms Georgia Department of Education Assessment and Accountability Division

2. ELA Sample Item Set Grade 9-10

3. Standards to be Assessed ELACC9RL.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC9RI.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC9RL.2: Determine theme or central idea of text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELACC9L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELACC9L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

4. Passage Paired Passage #1: An informational essay about a science teacher’s exploration of The Great Barrier Reef off the coast of Australia. A detailed description of the characteristics of coral reefs is given. Paired Passage #2: A poem entitled “The Aquarium” which gives a detailed, colorful description of the tank’s inhabitants.

5. Constructed Response TaskELACC9RL.1; ELACC9RI.1; ELACC9RL.2; ELACC9L.1; ELACC9L.1 This task has more than one (1) part. Read each part carefully and respond. Part A Identify and list colors mentioned in the article and poem. In your list, include the phrases in which these colors are described. Part B Using the above list, analyze how the authors’ use of color helps the reader imagine marine life. Be sure to complete ALL parts of the task. Use details from the text to support your answer. Answer with complete sentences, and use correct punctuation and grammar.

6. Rubric

7. Exemplar Response The response completes Part A by listing many colors from the text and gives the detail from Part B. Part A scarlet reds amethyst purples emerald greens sapphire blues yellow iridescence silver shiftings white bubbles grey shadows straw-coloured shimmer smear of rose, black gold lawn Part B The authors’ use of details that describe bright, radiant colors helps the reader to imagine marine life by illustrating its vividness and beauty. For example, the poet helps the reader imagine a specific type of fish by describing them as “Blue brilliance cut by black bars/An oblong pane of straw-coloured shimmer….” In the article, the author helps the reader to imagine the coral reef’s “scarlet reds, amethyst purples, emerald greens, and sapphire blues….” Just like a painter uses colors to bring her canvass to life, the authors describe different colors to bring their texts to life. Remember: There can be more than one correct answer for constructed response items.

8. Student ResponseScore 3 The student demonstrates a clear understanding of the article and poem by correctly identifying the colors mentioned in the texts. Part A: In the article the author describes coral and algae with colors like scarlet red, amethyst purple, emerald green, and sapphire blue. In the poem colors and phrases are used to describe fish and the ocean with, green and yellow iridescence, silver, gold, grey-green opaqueness, blue shadows against silver saffron water, oblique grey shadows, green man-eting eels, metallic blue, yellow fins like oriental fans, brilliant blue, rose black, silver, mauve, purple, green, pearl, amethyst, white jerks, and long blue waves. Part B: The author uses many different colors and descriptions to help the reader visualize marine life. with the use of bright colors and similes to objects like metal, the sun, and gemstones gives the reader a clear picture of the bright and beautiful colors residing in the fish, coral, and algae. The student lists most of the phrases in which the colors are described. The student also explains how the authors’ use of color helps the reader to imagine marine life The response includes a few relevant details from the text with the use of bright colors and similes to objects. The response demonstrates a command of the conventions of standard English.

9. Teacher Feedback for Score Point 3 • The teacher commends the student for identifying and listing the color phrases from both passages. • The teacher commends the student for being able to explain how the authors describe marine life using the similes from the color descriptions. • The teacher advises the student that more specific details are needed to make it a “4” paper.

10. Student ResponseScore 2 Part A: In the article, the writer describes the "bleached coral" which appears to be "sucked dry" of all its colors. The writer also explains that the pictures look as if they were drawn by an artist "with a fistful of crayons. In the poem the writer describes the "streakes of green and yellow iridescence" on the fish, "green bead eyes", and also the "blue and gold lawn" which they swim about. Part B: When the author uses such a variety of color to describe each and every detail in coral reef, I can image it in my head. I can see the blue fish with the green eyes swimming through the "long blue waves" with colorful coral surrounding. The student demonstrates a basic understanding of the article and poem by identifying a few of the colors mentioned in the poem and includes the phrases in which the colors are described. The student states how the authors’ use of color helps the reader to imagine marine life. The response demonstrates a command of the conventions of standard English. Though there are a few minor errors in grammar and usage, meaning is clear.

11. Teacher Feedback for Score Point 2 • The teacher tells the student a few color phrases have been identified. • The teacher models how to find additional phrases and develop proper explanations about their use. • The teacher indicates that English conventions need improvement.

12. Student ResponseScore 1 The student demonstrates a little understanding of the article and poem by correctly identifying a few colors and most of the phrases in which these colors were described. part A- the colors mentioned are streaks of green and yellow,silver-gold,grey-green opaqueness,sharp white bubbles,. part2- the author uses the colors to help the reader visualize what the author is talking about. Although the response includes an attempt to analyze how the authors’ use of color helps the reader to imagine marine life, it is not supported with details from the texts. The response is too brief to demonstrate more than an inconsistent command of the conventions of standard English.

13. Teacher Feedback for Score Point 1 • The teacher commends the student for correctly identifying some of the color phrases in the passages. • The teacher recommends working with one passage at a time.

14. Ways to Use Constructed Response Items • Demonstration lesson with active discussion • Whole class instruction/direct instruction • Small, cooperative group activity where students examine sample responses and their rubric components • Parent conferences • Inclusion classes with multiple adult supervisors/coaching • Homework (only following extensive explanation and experience with open-ended items provided by the teacher in the classroom) • Parent Night activity where parents and their children work together • No grades----rubric score accompanied by written and/or oral feedback highly suggested because students are in the process of learning the standards and improving based on feedback

15. How Teachers Use Student Responses • Determine students’ progress towards mastery of standards and readiness to proceed to next level • Provide students with oral and written feedback specific to the standard • Design instructional next steps, which includes re-teaching, remediation, and differentiation • Self-assess professional growth needs, such as additional professional learning, collaboration, classroom materials and resources

16. Close-out • Constructed response items require students to construct an answer for the formative task and are scored based on criteria defined in rubrics. • Constructed response items can be used formatively to learn how well students are progressing in mastery of standards. • Student performance on constructed response items gives teachers information to adjust instruction and know if students are able to demonstrate complex thinking.

17. References • Ericsson, K. A., & et al., (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363-406. • Georgia FIP Module 4: Analyzing evidence and providing effective feedback. www.gadoe.org/GeorgiaFIP • Smarter Balanced Assessment Consortium General Item Specifications. (April 2012). Retrieved from: http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/TaskItemSpecifications/ItemSpecifications/GeneralItemSpecifications.pdf • Universal design for learning. Center for Applied Special Technology (CAST) http://www.cast.org/udl/index.html