Module 9

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.

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.

CR items often have more than one way to correctly answer the question.

Constructed Response Items CR items are good to use when you

want students to:Show their workExplain a processCompete a chartPerform a geometric constructionConstruct a graphIdentify patternsWrite an essay

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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.

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Constructed Response Items Two primary types of constructed

response items:Brief Constructed ResponseExtended Constructed Response

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 blankShort AnswerLabel a diagramVisual representationShow your work

Brief Constructed Response Items

Benefits

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

Brief Constructed Response Items

Drawbacks

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

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.

Fill in the blank

GuidelinesBe 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

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.

Short Answer

GuidelinesBe 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

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

Label a diagram

GuidelinesEnsure clear directions for completionUse visual stimuli that are clear and

sufficiently detailed to ensure proper responses

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.

Visual Representation

GuidelinesBe explicit in your wording so that response

expectations are clearProvide enough direction in terms of space,

symbols to be used, etc. to ensure the intended response

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.

Show your work

GuidelinesBe sure that words, images, symbols, etc.

will provide evidence of understandingProvide clear directions that will ensure the

intended response without producing identical answers

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

Extended Response Items May require students to reflect and

respond in a variety of contexts, such as:Write an essay from a promptTake a position on a specific topic and

support their stanceSolve a problemRespond to findings of an investigation and/

or experimentRespond to written text

Extended Response Items Answers to extended response items

are usually written, but can take the form of a performance and/or product in appropriate situations.

Extended Response ItemsBenefits Drawbacks

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

Extended Response Items Guidelines

Carefully word directions and prompts Allow sufficient time for completionHave resources necessary for item

completion on hand and ready for useShare with students

elements/characteristics of a successful response, where appropriate

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

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Constructed Response Items The item should be clear and specific

about what students should do.

A CR item may have several questions.

Allow for more than one way for students to respond.

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Constructed Response Items Include necessary visual

representations such as charts, graphs, pictures, short readings, and cartoons.

Determine points possible for each item.

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Constructed Response Items Usually CR 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

Scoring Rubrics

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

Scoring Guide

Task Specific but Generic Point Scale Purposeful

Math KnowledgeStrategic KnowledgeExplanation

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Example: Scoring Guide

Scoring Rubric

A good scoring rubric should include the following:Score PointsScore DescriptorsExemplars—An Example of a correct

answer with all the score descriptors included in the answer.

ExampleIt’s not a reasonable estimate because I estimated and added 40 + 30 + 20 + 30 + 10, and it only comes to 130 books sold.

The estimate is not reasonable. I rounded the numbers to 40 + 30 + 20 + 30 + 10 = 130. This is much less than 200.

2 The focus of this task is to determine whether a sum computed based on estimated whole numbers is reasonable. The response provides a correct assessment with an adequate explanation.

1 The response demonstrates partial evidence of the determination whether a sum computed based on estimated whole numbers is reasonable. The response may provide an incomplete assessment or slightly flawed explanation.

0 The response demonstrates no evidence of the determination whether a sum computed based on estimated whole numbers is reasonable. The response provides an incorrect assessment with an inadequate explanation characterized by major flaws and errors.

Exemplars

Sco

re Po

int D

escripto

rs

Constructed Response Items Student work should be scored against

the rubric. Scores should be determined as

objectively as possible.

References

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