Constructed-Response Items
CONSTRUCTED-RESPONSEITEMS
INTRODUCTION & PURPOSEStudents select aresponseStudentsconstruct aresponseStudents createproducts orperform tasks toshow their masteryof a particular skill
INTRODUCTION & PURPOSEDefine what a CONSTRUCTED-RESPONSE item isIdentify the BENEFITS and CHALLENGESconstructed-response items presentKnow the FOUR PARTS of a well-designedCONSTRUCTED-RESPONSE itemUse the ASSESSMENT BLUEPRINT to designassessment items
KEY CONCEPTS
KEY CONCEPTS
KEY CONCEPTSStudents select aresponseSources: Kansas State Department of Education, Assessment Literacy Project;Ohio Department of Education, “How to Design and Select QualityAssessments;” Relay Graduate School of Education, Designing and EvaluatingAssessments (2014); Rhode Island Department of Education, “DeepeningAssessment Literacy.”
KEY CONCEPTSStudentsperformcreateStudentsproducts ora task toperform tasks todemonstrateashowtheir masteryofparticulara particularskillskillSources: Kansas State Department of Education, Assessment Literacy Project;Ohio Department of Education, “How to Design and Select QualityAssessments;” Relay Graduate School of Education, Designing and EvaluatingAssessments (2014); Rhode Island Department of Education, “DeepeningAssessment Literacy.”
KEY CONCEPTS
KEY CONCEPTSStudentsconstruct aresponseSources: Kansas State Department of Education, Assessment Literacy Project;Ohio Department of Education, “How to Design and Select QualityAssessments;” Relay Graduate School of Education, Designing and EvaluatingAssessments (2014); Rhode Island Department of Education, “DeepeningAssessment Literacy.”
KEY CONCEPTS Constructed-response items are less susceptible to error fromguessing Easier to assess higher-orderconstructed-response itemsthinking skills with
KEY CONCEPTS Constructed-responseitems are less susceptibleto error from guessing Easier to assess higher-order thinkingskills with constructedresponse items Constructed-responseitems can take longerto score
KEY CONCEPTS
KEY CONCEPTSStudentsconstruct aresponse
KEY CONCEPTS1. Directions: Take about 5 minutes to answer the followingquestion (2 points):Bill’s best friend describes him as “sharp” in the story. Whatis another word that you could use to describe Bill as acharacter? Provide evidence from the story to explain yourchoice.Student scoring guide:2 points: Word accurately describes Bill. Evidence from thestory directly related to the chosen word is provided.1 point: Word accurately describes Bill, but evidence fromthe story is not included or is not related to the chosenword.0 points: Word does not accurately describe Bill.Sources: Relay Graduate School of Education, Rules for Constructed Response Item Design (2013); RelayGraduate School of Education, Rules for Multiple Choice Item Design (2013).
KEY CONCEPTS1. Directions: Take about 5 minutes to answer the followingquestion (2 points):Bill’s best friend describes him as “sharp” in the story. Whatis another word that you could use to describe Bill as acharacter? Provide evidence from the story to explain yourchoice.Student scoring guide:2 points: Word accurately describes Bill. Evidence from thestory directly related to the chosen word is provided.1 point: Word accurately describes Bill, but evidence fromthe story is not included or is not related to the chosenword.0 points: Word does not accurately describe Bill.Sources: Relay Graduate School of Education, Rules for Constructed Response Item Design (2013); RelayGraduate School of Education, Rules for Multiple Choice Item Design (2013).
KEY CONCEPTSitem numberpart of a constructed-responseassessment item that orientsstudents to where the item fitswithin the assessmentNumber each itemSources: Relay Graduate School of Education, Rules for Constructed Response Item Design (2013); RelayGraduate School of Education, Rules for Multiple Choice Item Design (2013).
KEY CONCEPTS1. Directions: Take about 5 minutes to answer the followingquestion (2 points):Bill’s best friend describes him as “sharp” in the story. Whatis another word that you could use to describe Bill as acharacter? Provide evidence from the story to explain yourchoice.Student scoring guide:2 points: Word accurately describes Bill. Evidence from thestory directly related to the chosen word is provided.1 point: Word accurately describes Bill, but evidence fromthe story is not included or is not related to the chosenword.0 points: Word does not accurately describe Bill.Sources: Relay Graduate School of Education, Rules for Constructed Response Item Design (2013); RelayGraduate School of Education, Rules for Multiple Choice Item Design (2013).
KEY CONCEPTSdirectionspart of a constructed-responseassessment item that providesstudents with instructions abouthow to answer the itemInclude how long students have to answerthe itemInclude how many points the item isworthSources: Relay Graduate School of Education, Rules for Constructed Response Item Design (2013); RelayGraduate School of Education, Rules for Multiple Choice Item Design (2013).
KEY CONCEPTS1. Directions: Take about 5 minutes to answer the followingquestion (2 points):Bill’s best friend describes him as “sharp” in the story. Whatis another word that you could use to describe Bill as acharacter? Provide evidence from the story to explain yourchoice.Student scoring guide:2 points: Word accurately describes Bill. Evidence from thestory directly related to the chosen word is provided.1 point: Word accurately describes Bill, but evidence fromthe story is not included or is not related to the chosenword.0 points: Word does not accurately describe Bill.Sources: Relay Graduate School of Education, Rules for Constructed Response Item Design (2013); RelayGraduate School of Education, Rules for Multiple Choice Item Design (2013).
KEY CONCEPTSpromptpart of a constructed-responseassessment item that asks aquestion or describes a taskMake sure prompts are clearSources: Relay Graduate School of Education, Rules for Constructed Response Item Design (2013); RelayGraduate School of Education, Rules for Multiple Choice Item Design (2013).
KEY CONCEPTSFill in the blank (1 point):In 2009, becamethe president.Sources: Relay Graduate School of Education, Rules for Constructed Response Item Design (2013); Relay andJ.H. McMillan, Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction (2011).
KEY CONCEPTSFill in the blank (1 point):In 2009, becamethe president.In 2009, wasinaugurated president of the UnitedStates of America.
KEY CONCEPTSWhat does the term mammal mean? (3 points)Source: Relay Graduate School of Education, Rules for Constructed Response Item Design (2013).
KEY CONCEPTSWhat does the term mammal mean? (3 points)Name three characteristics of mammals.(3 points)1.2.3.Source: Relay Graduate School of Education, Rules for Constructed Response Item Design (2013).
KEY CONCEPTS1. Directions: Take about 5 minutes to answer the followingquestion (2 points):Bill’s best friend describes him as “sharp” in the story. Whatis another word that you could use to describe Bill as acharacter? Provide evidence from the story to explain yourchoice.Student scoring guide:2 points: Word accurately describes Bill. Evidence from thestory directly related to the chosen word is provided.1 point: Word accurately describes Bill, but evidence fromthe story is not included or is not related to the chosenword.0 points: Word does not accurately describe Bill.Sources: Relay Graduate School of Education, Rules for Constructed Response Item Design (2013); RelayGraduate School of Education, Rules for Multiple Choice Item Design (2013).
KEY CONCEPTSAssessment Item #ITEMANSWER KEY, SCORING GUIDE OR RUBRIC
KEY CONCEPTSStudentsconstruct aresponse
KEY CONCEPTSanswer keysscoring tools that provide the correct answer toan assessment itemOption a:Option b:Option c:Option d:
KEY CONCEPTSscoring guidesscoring tools that assign points to different levelsof student performance a b2 points:1 point:0 pointsExemplar answer:
KEY CONCEPTS
KEY CONCEPTSSources: Ohio Department of Education, “Ohio’s New Learning Standards: English Language Standards” (2010); StudentAchievement Partners, “Mini-Assessment for Who Was Marco Polo? by Joan Holub and The Adventures of Marco Polo byRussell Freedman” (2014).
KEY CONCEPTS
KEY CONCEPTS1. Primary Purpose of the AssessmentSummative2. Standard(s) (one per row)3. Skill(s) (one per row)4. Level(s) of Rigor5. Possible Type(s) of ItemsReading Informational Text 1:Quote accurately from a text when explaining what thetext says explicitly and when drawing inferences from thetext.Quote accurately from thetext (explicitly and makinginferences).1SRReading Informational Text 2:Determine two or more main ideas of a text and explainhow they are supported by key details; summarize thetext.Identify main ideas andhow key details supportthem.2CRReading Informational Text 4:Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 5topic or subject area.Determine the meaning ofnew vocabulary words.2SRReading Informational Text 8:Explain how an author uses reasons and evidence tosupport particular points in a text, identifying whichreasons and evidence support which point(s).Explain how the authoruses evidence to supporthis or her claims.4CRWrite an opinion piece ontexts.5CR, PTSupport your point of viewwith evidence.5CR, PTLevel(s) of Rigor# of Points% of AssessmentWriting 1:Write opinion pieces on topics or texts, supporting a pointof view with reasons and information.6. Write and/or Select Assessment ItemsItem #TOTALStandard(s) and/or Skill(s)Type of Item
KEY CONCEPTS6. Write and/or Select Assessment ItemsItem # Standard(s) and/or Skill(s)1TOTALType of Level(s) # of% ofItemof Rigor Points AssessmentDetermine the meaning of SR-MCnew vocabulary words.1–35
KEY CONCEPTS6. Write and/or Select Assessment ItemsItem # Standard(s) and/or Skill(s)Type of Level(s) # of% ofItemof Rigor Points Assessment1Determine the meaning of SR-MCnew vocabulary words.2Quote accurately, identifymain ideas and explainhow the author usesevidence.TOTAL1–35
KEY CONCEPTS6. Write and/or Select Assessment ItemsItem # Standard(s) and/or Skill(s)Type of Level(s) # of% ofItemof Rigor Points Assessment1Determine the meaning of SR-MCnew vocabulary words.2Quote accurately, identifymain ideas and explainhow the author usesevidence.TOTAL1–3CR1–4ShortAnswer512
KEY CONCEPTSAssessment Item #2ITEMANSWER KEY, SCORING GUIDE OR RUBRIC
KEY CONCEPTSAssessment Item #2ITEMThe text Who Was Marco Polo? gives reasons that Marco Polomay have been truthful in his book and also gives reasons that hemay not have been truthful. The headings in the chart below listthese two ideas. Complete each row of the chart by writing factsand details from the text to support each idea. The first row hasbeen done for you.Evidence from the text that MarcoPolo may have told the truth in hisbookBut a list of his belongings aroundthe time of his death suggests thathe did leave behind one of KublaiKhan’s gold tablets.Evidence from the text that MarcoPolo may not have told the truth inhis bookHe said the Chinese city ofHangchow had 12,000 bridges, butit had far fewer.Sources: Student Achievement Partners, “Mini-Assessment for Who Was Marco Polo? by Joan Holub and The Adventuresof Marco Polo by Russell Freedman” (2014).
KEY CONCEPTSAssessment Item #2SCORING GUIDE3 points: Student completes all four cells of the chart with facts anddetails from the text that effectively support the relevant idea, that is,that Marco Polo may or may not have told the truth in his book.2 points: Student completes all four cells of the chart but uses factsand details from the text that only partially support the relevant idea,OR student effectively writes facts and details from the text to supporteach idea but completes only two or three cells of the chart.1 point: Student completes only one or two cells of the chart, ORstudent uses facts and details from the text that are only tangentiallyrelated to the relevant idea.0 points: Student leaves item blank or does not incorporate any factsor details from the text.
KEY CONCEPTSAssessment Item #2SCORING GUIDE (CONTINUED)Potential exemplar responseEvidence from the text that Marco Polo may Evidence from the text that Marco Polo mayhave told the truth in his booknot have told the truth in his bookEXEMPLAR ANSWER: People wonder why hisbook doesn’t mention the Chinese custom oftea drinking. This may be because tea wasmost popular in southern China. Marco spentmost of his time in northern China.RATIONALE: The author offers this evidenceto explain that just because Marco doesn’tmention tea doesn’t mean he was lying.EXEMPLAR ANSWER: As he was dying, hisfriends begged him to confess the truth andsay that he’d been lying. He refused. Hisanswer to them is now famous. He told them,“I never told half of what I saw.”RATIONALE: The author offers this fact asevidence that Marco, even when dying,stood by his book. Therefore, he may havebeen being truthful in his account.EXEMPLAR ANSWER: There wasn’t enoughfood near the battlefield for so many troops,nor enough grass to feed that many horses.RATIONALE: The author offers this as evidencethat Marco had to be exaggerating about thenumber of soldiers and horses he recorded.EXEMPLAR ANSWER: When he died, he didn’tleave his family a great fortune. That makeshis stories about going to China seem false.RATIONALE: The author implies that if Marcowas being honest about the jewels hesupposedly brought back from China, hewould have had money to leave to his familywhen he died. But because he didn’t leavethem a fortune, he may not have been tellingthe truth.
KEY CONCEPTSAssessment Item #2ITEMThe text Who Was Marco Polo? gives reasons that Marco Polomay have been truthful in his book and also gives reasons that hemay not have been truthful. The headings in the chart below listthese two ideas. Complete each row of the chart by writing factsand details from the text to support each idea. The first row hasbeen done for you.Evidence from the text that MarcoPolo may have told the truth in hisbookBut a list of his belongings aroundthe time of his death suggests thathe did leave behind one of KublaiKhan’s gold tablets.Evidence from the text that MarcoPolo may not have told the truth inhis bookHe said the Chinese city ofHangchow had 12,000 bridges, butit had far fewer.
CHECK FOR UNDERSTANDING
CHECK FOR UNDERSTANDINGDefine what a CONSTRUCTED-RESPONSE item isIdentify the BENEFITS and CHALLENGESconstructed-response items presentKnow the FOUR PARTS of a well-designedCONSTRUCTED-RESPONSE itemUse the ASSESSMENT BLUEPRINT to designassessment items
CHECK FOR UNDERSTANDING
CHECK FOR UNDERSTANDING1. A well-designed constructed-response item usually contains fourparts: an item number, directions, a prompt and response space. Itis good practice for the directions to include bothand .
CHECK FOR UNDERSTANDING1. A well-designed constructed-response item usually contains fourparts: an item number, directions, a prompt and response space. Itis good practice for the directions to include bothand .
CHECK FOR UNDERSTANDING1. A well-designed constructed-response item usually contains fourparts: an item number, directions, a prompt and response space. Itis good practice for the directions to include bothand .A well-designed constructed-response item usually contains four parts:an item number, directions, a prompt and response space. It is goodpractice for the directions to include both how long the student shouldspend on the item and the number of points the item is worth.
CHECK FOR UNDERSTANDING2. Describe one benefit and one challenge of constructed-responseitems.
CHECK FOR UNDERSTANDING2. Describe one benefit and one challenge of constructed-responseitems.
CHECK FOR UNDERSTANDING2. Describe one benefit and one challenge of constructed-responseitems.Constructed-response items are less susceptible than selectedresponse items to error from guessing because students have togenerate an answer versus select it from a list of potential answers.However, depending on the type of constructed-response item, theycan take longer to score.
CONCLUSION
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Quote accurately from the text (explicitly and making inferences). 1 SR. Reading Informational Text 2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Algebra II, Part II, Subtest 2 Practice Test . Directions . Subtest 2 of this Practice Test booklet contains constructed-response items and selected-response items in Algebra II. For constructed-response items, write your answer in the space provided. For selected-response items, circle the c
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