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Writing Constructed Response Items. Common Formative Assessment. Common Formative Assessment (CFA). Overview and Purpose of CFA. Writing Constructed Response Items. Developing Meaningful Learning Targets. Quality Assessment Design. Performance Events. Selected Response Items.
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Writing Constructed Response Items Common Formative Assessment
Common Formative Assessment (CFA) Overview and Purpose of CFA Writing Constructed Response Items Developing Meaningful Learning Targets Quality Assessment Design Performance Events Selected Response Items Constructed Response Items
What are Constructed-Response (CR) Questions? • Formulate own answers • Construct own responses • Closed and Open-Ended CRs
Jana Scott, University of MO-Columbia, Revised Presentation 2013. What do you think? What is the difference between an open-ended constructed response item and a closed constructed response item?
Constructed Response Questions OPEN-ENDED CRs • Measure higher-level cognitive processes such as application, inference, analysis and synthesis • Elicit diverse answers • Mild to high tolerance for diversity • Usually allow for more than one way to arrive at an answer CLOSED CRs • Measure knowledge and comprehension • Elicit a right or wrong answer • No tolerance for diversity • Usually allow for only one way to arrive at a correct answer
Degrees of Open-Endedness Closed CR Minimal Open-Ended CR Medium Open-Ended CR Extended Open-Ended CR
Constructed Response Fall on a Spectrum of Open-Endedness (Handout) Jana Scott, University of MO-Columbia, 2012.
Inquiry Activity • What characteristics do open-ended constructed response (OCR) questions possess? • Samples in handout packet.
OCR Questions • Application • Complex cognitive processes • Elicit diverse answers • Multiple ways to arrive at an answer • Support or justification, • More than one component piece.
OCR Questions • Making an inference • Interpreting information • Logical responses based on givens • Clear concise answer • Completed anywhere from 2-15 minutes (depending on type
Critique Form for OCRs (Handout) Except Mathematics
Constructed Response Items from Smarter Balanced Assessment Consortium
The table below shows the number of students in each third-grade class at Lincoln School. There are 105 fourth-grade students at Lincoln School. How many more fourth-grade students than third-grade students are at Lincoln School? Show or explain how you found your answer.
Constructed ResponseExtended Response Pen 1: Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet) Pen 2: Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet) • Ms. McCrary wants to make a rabbit pen in a section of her lawn. Her plan for the rabbit pen includes the following: • It will be in the shape of a rectangle. • It will take 24 feet of fence material to make. • Each side will be longer than 1 foot. • The length and width will measure whole feet. Pen 3: Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet) Part A Draw 3 different rectangles that can each represent Ms. McCrary’s rabbit pen. Be sure to use all 24 feet of fence material for each pen. Use the grid below. Click the places where you want the corners of your rectangle to be. Draw one rectangle at a time. If you make a mistake, click on your rectangle to delete it. Continue as many times as necessary. • Part B • Ms. McCrary wants her rabbit to have more than 60 square feet of ground area inside the pen. She finds that if she uses the side of her house as one of the sides of the rabbit pen, she can make the rabbit pen larger. • Draw another rectangular rabbit pen. • Use all 24 feet of fencing for 3 sides of the pen. • Use one side of the house for the other side of the pen. • Make sure the ground area inside the pen is greater than 60 square feet. • Use the grid below. Click the places where you want the corners of your rectangle to be. If you make a mistake, click on your rectangle to delete it. Use your keyboard to type the length and width of each rabbit pen you draw. Then type the area of each rabbit pen. Be sure to select the correct unit for each answer. [Students will input length, width, and area for each rabbit pen. Students will choose unit from drop down menu.] Use your keyboard to type the length and width of each rabbit pen you draw. Then type the area of each rabbit pen. Be sure to select the correct unit for each answer. Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet)
Items That Are Not Considered to Be QualitySpeculate the Reasons! • Create a pamphlet to advertise a country. Include the country’s flag, anthem, imports, exports, etc. • Write an essay to explain what the country of Canada is like. • Create a PowerPoint Presentation about the novel Red Badge of Courage. • Draw a chart showing the three branches of government. • Draw a picture of a cell. Be sure to add labels. • Write five events that happened in the story. • Draw a picture of the food pyramid. • Explain the causes of the Civil War.
What are two major flaws in this OCR question?How might it be repaired? • In class, we learned that when supply goes down, cost goes up. Explain what would happen to the price of hula-hoops if the largest supplier in the United States went out of business. Use four details to support your answer.
What are the flaws in these questions?Then, describe how to repair the questions. • Did you like the story? Explain why or why not using three details and/or examples from the story. • Explain, what you think will happen to John (the main character) after the end of the story. • Predict what will happen to Mary if she disobeys her mother? Use two details and/or examples from the story in your answer. • What are two historical reasons to explain the present-day appearance of our national flag?
Locate Stimulus Materials • National Archives • Smithsonian Institute • Marco Polo website • Internet search for charts, graphs, maps, excerpts from documents • Digital video clips from U-tube • Magazine articles • Newspaper articles • Reading A to Z • Project Gutenberg
Complete the graphic organizer to show the social, political, and economic impactof the Monroe Doctrine. Before After Social Political Economic Monroe Doctrine
Complete the graphic organizer to show two cause-effect relationships contained in the article.
Apply Your Knowledge • Work in a small group. • Choose any brochure from the center of your table to use as stimulus material. • Write an open-ended constructed response question related to any content area. • Be ready to share.
Scoring Responses to OCRs • Requires a different approach than just grading responses right or wrong • OCR questions elicit responses that fall on a wide spectrum of possibilities • Criterion referenced scoring guide or rubric is used. • Generic or Task Specific • Response is rated based in its ability to meet specified criteria
Steps in Writing a Scoring Guide See Handout
Scoring Guide for an OCR Math Problem 2 Points: The response contains an acceptable/correct answer and a valid solution process. The response shows an understanding of the process needed to find the answer. 1 Point: The response contains an acceptable/correct answer. OR 1 Point: The response contains a valid solution process but had minor computational errors. The response shows an understanding of the process needed to find the answer. 0 Points: The response shows severe misunderstanding.
Application Activity Work with a small group to write a scoring rubric for these two questions. Look at the steps in your handout packet. What is the main idea of the article? Use two details and examples from the article to explain why you believe this to be the main idea. Evaluate Sally’s experimental design. Identify two things Sally could have done differently to make her results more valid. Give reasoning for your suggestions.
Qs and As Who wants to ask the first question?
Reflection Out of all the things you learned about OCRs, what point stands out as being the “shining star”?
