Writing constructed response items

1. Writing constructed response items

2. Developed and narrated by… Dr. Ellen Vorenkamp Assessment Consultant Wayne RESA

3. Support • The Michigan Assessment Consortium professional development series in common assessment development is funded in part by the Michigan Association of Intermediate School Administrators in cooperation with…

4. In this module you will learn about… • writing constructed response items, • the different types of constructed response items, • general guidelines for the development of constructed response items, and • the benefits and drawbacks of using constructed response items in your common assessments.

5. 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.

6. 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. • Constructed response items often have more than one way to correctly answer the question.

7. Constructed Response Items • Constructed Response items are good to use when you want students to: • Show their work • Explain a process • Compete a chart • Perform a geometric construction • Construct a graph • Identify patterns • Write an essay

8. 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.

9. Constructed Response Items • Two primary types of constructed response items: • Brief Constructed Response • Extended Constructed Response

10. 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 blank • Short Answer • Label a diagram • Visual representation • Show your work

11. Brief Constructed Response Items • 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 Benefits

12. Brief Constructed Response Items • 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 Drawbacks

13. 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.

14. Fill in the blank • Guidelines • Be 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

15. 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.

16. Short Answer • Guidelines • Be 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

17. 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

18. Label a diagram • Guidelines • Ensure clear directions for completion • Use visual stimuli that are clear and sufficiently detailed to ensure proper responses

19. 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.

20. Visual Representation • Guidelines • Be explicit in your wording so that response expectations are clear • Provide enough direction in terms of space, symbols to be used, etc. to ensure the intended response

21. 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.

22. Show your work • Guidelines • Be sure that words, images, symbols, etc. will provide evidence of understanding • Provide clear directions that will ensure the intended response without producing identical answers

23. 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

24. Extended Response Items • May require students to reflect and respond in a variety of contexts, such as: • Write an essay from a prompt • Take a position on a specific topic and support their stance • Solve a problem • Respond to findings of an investigation and/ or experiment • Respond to written text

25. Extended Response Items • 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 Benefits Drawbacks

26. Extended Response Items • Guidelines • Carefully word directions and prompts • Allow sufficient time for completion • Have resources necessary for item completion on hand and ready for use • Share with students elements/characteristics of a successful response, where appropriate

27. 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

28. Constructed Response Items • The item should be clear and specific about what students should do. • A Constructed response item may have several questions. • Allow for more than one way for students to respond.

29. Constructed Response Items • Include necessary visual representations such as charts, graphs, pictures, short readings, and cartoons. • Determine points possible for each item.

30. Constructed Response Items • Usually constructed response 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

31. Scoring Rubrics • Brief constructed response items usually require a simple scoring guide; while extended response items may require a more detailed scoring rubric.

32. Scoring Guide • Task Specific but Generic • Point Scale • Purposeful • Math Knowledge • Strategic Knowledge • Explanation

33. Example: Scoring Guide

34. Scoring Rubric • A good scoring rubric should include the following: • Score Points • Score Descriptors • Exemplars—An Example of a correct answer with all the score descriptors included in the answer.

35. Rubrics • Rubrics are instructional as well as assessment tools • Rubrics provide students with valuable feedback • Rubrics need to shared with students

36. Example Exemplars Score Point Descriptors Score Points

37. Constructed Response Items • Student work should be scored against the rubric. • Scores should be determined as objectively as possible.

38. Summary • Constructed response items allow students to show what they know. • Types of constructed response items • Brief • 1-3 minutes • Extended • Up to 30 minutes • Require Scoring Guides and/or Rubrics

39. References • Wahlstrom Book • http://mfaa.msde.state.md.us • Tests that Teach by Karen Tankersley