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B rief C onstructed R esponses. Written responses for the Maryland School Assessment 5 th Grade Team Sequoyah Elementary School Montgomery County Public Schools. Outcomes By the end of the night, we will have. Examined the grading rubric for BCRs and ECRs. Looked at sample
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BriefConstructedResponses Written responses for the Maryland School Assessment 5th Grade Team Sequoyah Elementary School Montgomery County Public Schools
OutcomesBy the end of the night, we will have... Examined the grading rubric for BCRs and ECRs Looked at sample responses with scores Compared student work to sample responses Practiced a reading and math BCR with your child Discussed strategies for support
What is a Reading BCR? • It is answer to a question about a text a student has read. It is used to assess how well a student understands the text they have read. • It is not a one sentence answer. Responses require multiple sentences including text support. • BCRs show understanding of and insight into a text. • There is no magic formula for BCRs, but there are some guidelines to follow: • What is the question asking? Make sure you answer the question! • Provide text relevant support that is meaningful to your answer. • Make a connection between the support and the answer. • Don’t assume anything. Write everything out as if the BCR reader knows nothing.
How is a Reading BCR scored? MSA Reading - BCR Rubric - Grades 3-8 Score 3 - The response demonstrates an understanding of the complexities of the text. Addresses the demands of the question Effectively uses text-relevant1 information to clarify or extend understanding Score 2 - The response demonstrates a general understanding of the text. Partially addresses the demands of the question Uses text-relevant information to show understanding Score 1 - The response demonstrates a minimal understanding of the text. Minimally addresses the demands of the question Uses minimal information to show some understanding of the text in relation to the question Score 0 - The response is completely incorrect, irrelevant to the question, or missing.2 Note 1: Text-relevant: This information may or may not be an exact copy (quote) of the text but is clearly related to the text and often shows an analysis and/or interpretation of important ideas. Students may incorporate information to show connections to relevant prior experience as appropriate. Note 2: An exact copy (quote) or paraphrase of the question that provides no new relevant information will receive a score of "0".
Captain Kate "I'll carry that," Seth said, and he reached for the plank. But Kate ignored him and tucked one end of it under her arm. As she turned around, she felt the other end of the long board bump something, and she glanced back in time to see Seth slip off The Mary Ann, his arms flailing. Kate dropped the board and ran to the edge of the boat just as Seth clawed his way to the surface of the water, gasping for breath. "I'll get a rope," she cried, but Seth was already struggling toward the ladder on that side of The Mary Ann, weighed down by his wool jacket and heavy shoes. Kate leaned over to help him, but he ignored her hand and pulled himself onto the boat. "Don't you act so innocent," he said, teeth chattering. Kate took a step back speechless. He thought she'd pushed him in on purpose. "Last week of March is a bit cold for swimming, laddie," a voice called from the next boat. "Better come aboard the Captain's Fancy and warm up at our stove." "Thanks, Mr. O'Brian," Kate called, finding her voice. "Come on, Seth, you've got to get out of those wet things so you don't take a chill." She didn't want to have to put off the first trip down the waterway because her stepbrother was sick. Soon, Seth was wrapped in a blanket and sipping a cup of hot, heavily sweetened tea as they sat in the cabin of the neighbor's boat. "So how'd you manage to fall in, laddie?" Mrs. O'Brian asked as she hung Seth's clothes near the stove to dry. "I didn't fall in. I was pushed."
"Oh, now, our Katie would never do a thing like that," the woman said, and her husband nodded his agreement. Kate blushed. "I was carrying the plank, and I bumped him with it, but I didn't do it on purpose." "Of course you didn't," Mrs. O'Brian said. Turning to Seth she asked, "What's your name, boy? I never seen you 'round here before." "My name's Seth Hillerman, and I've never been around here before, ma'am. My father married Kate's mother last fall." Mr. O'Brian raised his eyebrows. "So there'll be a new captain for The Mary Ann this year! What's your father's given name, Seth?" But before he could answer, Kate quickly said, "Mama will be the captain, just like last season. Seth's father's gone off to fight in the war." How could the O'Brians think another man would ever take Papa's place at The Mary Ann's tiller? "Here, Katie," Mrs. O'Brian said, "have some of these cookies and then pass them to your brother." 15Stepbrother, Kate corrected silently, reaching for the plate. (Later, once The Mary Ann has completed business in Washington City.) After a late lunch of bread and cheese, Seth said cheerfully, "If we aren't starting home till tomorrow, I'm going to have a look at Washington City." "You can do that on some trip when we have to wait in line to be unloaded," Kate said. "This afternoon we have to scrub down the boat and get rid of all this coal dust." She ran her finger down the wall by the table, making a clean track in the thin layer of grime. "We have to gather up the coal left along the sides of the hatches when The Mary Ann was unloaded, too." "Why this sudden urge to clean down there when you've never even bothered to keep the cabin neat?"
Kate's eyes narrowed, but she managed to control the flare of anger that threatened to burst forth. "It's not a 'sudden urge.' It's what boaters always do. Any coal that's left after The Mary Ann's unloaded belongs to us—it's what keeps us warm all winter. I want you and Zeke to shovel the lumps into sacks we can sling across the mules when we get home. And that's an order from your captain, by the way," Kate added."That order doesn't have anything to do with running the boat, so I don't have to obey it. Zeke can clean out the hatches by himself."Kate was tired of arguing. "Then I'll help Zeke while you scrub the cabin inside and out."But before Seth could reply, Zeke pointed at Kate and shook his head adamantly, then tapped his chest and nodded."Well, if you think you can manage by yourself, I'll help Seth scrub. You know where to find the sacks and a shovel."After Zeke left the cabin, Kate said, "I didn't realize you were more concerned about staying clean than getting the job done, Seth."25"The job's getting done, isn't it? As long as Zeke's along, you and I don't have to do the dirty work. And don't look so shocked, Kate. We both know who cleans The Mary Ann and mucks out the stable. "That's because Zeke doesn't steer," Kate said indignantly. "The two of us drive the mules and steer, and he drives the mules and does the chores. It's perfectly fair.""Zeke could steer—between the locks, anyway—and you know it. But you like things the way they are.""Are you suggesting I'm not treating Zeke fairly?" How dare Seth talk to her like that!"If the shoe fits, wear it. But if you don't stop arguing and start scrubbing, you won't be finished by dark."
Kate glared at Seth. If he hadn't come to her rescue barely an hour ago, she'd have a few words for him. "Come on then," she said. "Let's get started.""You can start whenever you like. I already told you I'm going to see Washington City."Speechless, Kate stared after her stepbrother as he sauntered out of the cabin. How dare he! Who did he think he was, going off to see the city when there was all this work to be done? Light-headed with anger, Kate rolled up her sleeves and prepared to attack the grimy cabin alone. "You'll regret this, Seth Hillerman," she muttered. "Just you wait."
Annotation: The reader answers the setting is important because it is the travel to Washington, which is a source of "the argument which showed how stubborn each of them were." The reader elaborates that if they weren't in Washington "Seth wouldn't have been eager to explore which caused conflict with Kate…" The reader does answer the question and offer text support for the answer. To improve this response, the reader might be more specific about the arguments between them and show how those arguments were specific to that setting.
Annotation: The reader answers, "The setting is important because it's perfect for accidents and arguments and rescues." The reader does answer the question but fails to provide adequate text support for the accidents, arguments, and rescues, all of which occur within the passage. To elaborate, the reader could explain what particular elements about the setting make it "perfect" for the listed types of events.
Annotation: The reader answers the setting is important "because without it it can't set the mood for the story" and continues specifically "because without the cold water, Seth couldn't have a grudge with Kate." The reader does answer the question and uses minimal text to support the answer. To improve this response, the reader should explain the reference to cold water. Because Kate is pivotal in Seth's landing in the cold water, Seth could be angry with her. Additionally, setting the mood for the story should be addressed. By stating the exact mood that is created with the help of the setting, the reader can link the setting as a proper place for the water accident that gives rise to the mood of the passage.
Annotation: The reader answers, "With out the seting nobodey would know ware the storey is takeing place. And it would noto make sences." The reader does show an understanding of what a setting is but does not indicate why the setting is important or provides text support, which addresses the setting. To improve this response, the reader should identify the setting and explain the sense of certain events occurring in that setting.
Time to Discuss • Using the rubric, sample responses, and your child’s response, talk with your child: • What are things he/she is doing well? • What are things he/she needs to work on? • What was he/she missing? • What should he/she continue to do? • If time, work with your child to fix his/her response.
How to Help • The best way to prepare for a BCR is to ask your child questions about what he/she is reading and have them respond fully with text support. • Nonfiction Question Samples: • How would someone use the information in this text? • How did the author organize the information in this text to make it more helpful to the reader? • What does the author want the reader to learn about ___ from this text? • Summarize what you have read about ___. • What is the author’s opinion about ___. • How does information in this article support the main idea ___? • What can you conclude/predict about ___? • Is ___ a good title for this article? Why or why not?
How to Help • Fiction Question Samples: • What was the main problem in this story and how was it solved? • How did the setting contribute to the mood of the story? • What can you tell about the character based on his/her actions? • What did the author mean when he said “…” in the story? • What lesson do you think someone would learn by reading this story? • Summarize. • Explain how (character) is like someone you know. • What would another title for this story be?
How is a Math BCR scored? Score 2 - The response demonstrates a complete understanding and analysis of a problem. - Application of a reasonable strategy in the context of the problem is indicated. - Explanation1 of and/or justification2 for the mathematical process(es) used to solve a problem is clear, developed, and logical. - Connections and/or extensions made within mathematics or outside of mathematics are clear. - Supportive information and/or numbers are provided as appropriate. 3 Score 1 – The response demonstrates a minimal understanding and analysis of a problem. - Partial application of a strategy in the context of the problem is indicated. - Explanation1 of and/or justification2 for the mathematical process(es) used to solve a problem is partially developed, logically flawed, or missing. - Connections and/or extensions made within mathematics or outside of mathematics are partial or overly general, or flawed. - Supportive information and/or numbers may or may not be provided as appropriate.3 Score 0 - The response is completely incorrect, irrelevant to the problem, or missing.4 Note 1: Explanation refers to students' ability to communicate how they arrived at the solution for an item using the language of mathematics. Note 2: Justification refers to students' ability to support the reasoning used to solve a problem, or to demonstrate why the solution is correct using mathematical concepts and principles. Note 3: Students need to complete rubric criteria for explanation, justification, connections and/or extensions as cued for in a given problem. Note 4: Merely an exact copy or paraphrase of the problem will receive a score of "0".
How is a Math ECR scored? Score 3 - The response demonstrates a comprehensive understanding and analysis of a problem. - Application of a reasonable strategy in the context of the problem is indicated. - Explanation1 of and/or justification2 for the mathematical process(es) used to solve a problem is clear, fully developed, and logical. - Connections and/or extensions made within mathematics or outside of mathematics are clear and stated explicitly. - Supportive information and/or numbers are provided as appropriate. 3 Score 2 - The response demonstrates a general understanding and analysis of a problem. - Application of a reasonable strategy in the context of the problem is indicated. - Explanation1 of and/or justification2 for the mathematical process(es) used to solve a problem is feasible, but may be only partially developed. - Connections and/or extensions made within mathematics or outside of mathematics are partial or overly general, or may be implied. - Supportive information and/or numbers are provided as appropriate. 3 Score 1 - The response demonstrates a minimal understanding and analysis of a problem. - Partial application of a strategy in the context of the problem is indicated. - Explanation1 of and/or justification2 for the mathematical process(es) used to solve a problem is logically flawed or missing. - Connections and/or extensions made within mathematics or outside of mathematics are flawed or missing. - Supportive information and/or numbers may or may not be provided as appropriate.3 Score 0 - The response is completely incorrect, irrelevant to the problem, or missing.4 Note 1: Explanation refers to students' ability to communicate how they arrived at the solution for an item using the language of mathematics. Note 2: Justification refers to students' ability to support the reasoning used to solve a problem, or to demonstrate why the solution is correct using mathematical concepts and principles. Note 3: Students need to complete rubric criteria for explanation, justification, connections and/or extensions as cued for in a given problem. Note 4: Merely an exact copy or paraphrase of the problem will receive a score of "0".
Score for Sample Student Response #1: Step A - Content (Knowledge of Algebra, Patterns, and Functions): 0 Step B - Processes of Mathematics: 1 Annotation for Step B, Using the Rubric: In this response, the student explains the first step in solving the problem, and by indicating a relevant starting point on the number line ("I went over to two"), this response demonstrates a minimal understanding and analysis of number lines.
Score for Sample Student Response #2: Step A - Content (Knowledge of Algebra, Patterns, and Functions): 1 Step B - Processes of Mathematics: 1 Annotation for Step B, Using the Rubric: The student repeats the answer in the space for Step B, so no credit in Step B is derived from the second page of this response. However, the correctly plotted point on the number line in Step A is a partial explanation of the mathematical process used to solve the problem. Admittedly, the explanation uses no words, only symbols, but the symbol (the point) drawn on the number line is correct and relevant to the problem. Therefore, Step B is considered to demonstrate a minimal understanding and analysis of the problem.
Score for Sample Student Response #3: Step A - Content (Knowledge of Algebra, Patterns, and Functions): 1 Step B - Processes of Mathematics: 2 Annotation for Step B, Using the Rubric: The response demonstrates a general understanding and analysis of the problem. In the first part of the response, the explanation for the mathematical process used to solve the problem ("put lines inbetween all of the smaller lines, each represents ; marked the first one") is partially developed, as the student never justifies why each line represents . The student simply lists the steps taken to solve the problem, without specifying why those steps were correct. In the second part of the response, the student fully justifies the underlying mathematics ("Because number lines never change the location of a number").
Score for Sample Student Response #4: Step A - Content (Knowledge of Algebra, Patterns, and Functions): 1 Step B - Processes of Mathematics: 2 Annotation for Step B, Using the Rubric: This response demonstrates a general understanding and analysis of the problem. The student describes the mathematical process of plotting the point ("2 wholes so go past 2 on the number line; put the point half way between 2 and 2 ") and logically justifies why that process is correct ("number line is split in 's; is half of "). However, the second part of the response is incorrect, ("point would need to be at 2½ or a equivalent fraction; point's location will change").
Score for Sample Student Response #5: Step A - Content (Knowledge of Algebra, Patterns, and Functions): 1 Step B - Processes of Mathematics: 3 Annotation for Step B, Using the Rubric: This response demonstrates a comprehensive understanding and analysis of the problem. The mathematical process used to solve the problem ("I put after the 2 but before the mark") comes with a justification that is fully developed and logical ("because it is less than ; first line shows "). In addition, the justification for the mathematical process used to solve the second part of the question is fully developed, logical, and clear, given the words ("the halfway point is still the same") and symbols (comparison of the two number lines drawn in Step B), which show that 2 is equivalent to 2 and that 2 is equivalent to 2 .
Score for Sample Student Response #6: Step A - Content (Knowledge of Algebra, Patterns, and Functions): 1 Annotation for Step A, Using the Rubric: The point is plotted correctly. Step B - Processes of Mathematics: 3 Annotation for Step B, Using the Rubric: This response demonstrates a comprehensive understanding and analysis of the problem. The mathematical process used to plot the point is explained ("2 is halfway between 2 and 2 ") and justified clearly and logically ("if 2 fractions have the same numerator and one's denominator is double the other fraction the one with the smaller denominator is 2 × the other fraction"). In the second part, the explanation for why the location of the point will not change is fully developed, logical, and clear ("even if the number line is changed; the value of 2 stays the same; point represents the value of 2 ; also constant."
How to Help • The best way to prepare for a BCR or ECR is to ask your child to explain everything that they are doing to solve the problem. Pretend like the person they are talking to knows absolutely nothing about how to solve a math problem. • It’s not enough to just say what they did; they must also say WHY they did it.
Time to Discuss • Using the rubric, sample responses, and your child’s response, talk with your child: • What are things he/she is doing well? • What are things he/she needs to work on? • What was he/she missing? • What should he/she continue to do? • If time, work with your child to fix his/her response.
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