Writing Constructed Response Assessment Items:

1
Writing Constructed Response Assessment Items

• One Element of a Comprehensive Assessment System

2
What are Constructed Response Items?

• Open-ended Questions
• Require several sentences or brief paragraph
• Require higher level thinking (than simple
  recall) and the application of students
  knowledge
• Making Comparisons
• Identifying Patterns
• Evaluating Points of View
• Making Generalizations
• Synthesizing Information
• Allow for the examination of Student Thinking
• Scored using a Rubric that provides varying
  degrees of Credit
• Wisconsin Dept. of Public Instruction, May 2007

3
Why Use Constructed Response Items?

• The notion that learning comes about by
  accretion of little bits is outmoded learning
  theory. Current models of learning contend that
  learners gain understanding when they construct
  their own knowledge and develop
  interconnections among facts and concepts
• (Shepard, 1989. quoted in Michigan Curriculum
  Framework)

4
Constructed Response as part of a Coordinated
Assessment System

• An assessment system is an ongoing coordinated
  process of collecting information for the purpose
  of continuously improving student learning.
• Michigan Curriculum Framework

5
Elements of a Coordinated Assessment System

• Fixed Response
• Simple items that assess factual information /
  discrete skills. Typically there is a single
  best answer.
• Constructed Response
• Short answers, explanations, essays or diagrams
  that involve analysis or evaluation. Require
  judgment-based scoring (i.e. rubrics).
• Oral Questioning in Class Could be fixed or
  constructed response.
• Teacher Observation Typically involve a simple
  checklist.
• Performance Speeches, experiments, debates,
  etc. Require judgment-based scoring.
• Project Designing and/or building useful
  things. May be done individually or
  collectively.
• Portfolio A collection of student work over
  time written work, artistic creations, project
  reports, etc.
• Standardized Monitoring e.g. MEAP/MME, ACT,
  SAT, NWEA, etc.
• Adapted from Michigan Department of Education,
  Science Education Guidebook and Wiggins, G.
  McTighe, J (1998). Understanding by Design.
  Association for Supervision and Curriculum
  Development (ASCD).

6
WHEN to use Constructed Response

• Consider the VERB of the Content Expectation
• B2.5i Relate cell parts/organelles to their
  function.
• P2.1A Calculate the average speed of an object
  using the change of position and elapsed time.
• C5.5A Predict if the bonding between two atoms
  of different elements will be primarily ionic or
  covalent.
• E5.3e Determine the approximate age of a sample,
  when given the half-life of a radioactive
  substance along with the ratio of daughter to
  parent substances present in the sample.
• Can be assessed with FIXED RESPONSE Items

7
WHEN to use Constructed Response

• Consider the VERB of the Content Expectation
• B1.1A Generate new questions that can be
  investigated in the laboratory or field.
• P1.1g Use empirical evidence to explain and
  critique the reasoning used to draw a scientific
  conclusion or explanation.
• C5.8B Draw isomers for simple hydrocarbons.
• E5.4C Analyze the empirical relationship between
  the emissions of carbon dioxide, atmospheric
  carbon dioxide levels and the average global
  temperature over the past 150 years.
• Best assessed with CONSTRUCTED RESPONSE Items

8
WHEN to use Constructed Response

• Consider the VERB of the Content Expectation
• B1.1C Conduct scientific investigations using
  appropriate tools and techniques.
• P1.2C Develop an understanding of a scientific
  concept by accessing information from multiple
  sources. Evaluate the scientific accuracy and
  significance of the information.
• Best assessed with a PERFORMANCE exercise
• E1.2D Evaluate scientific explanations in a peer
  review process or discussion format.
• Best assessed through TEACHER OBSERVATION

9
HOW to use Constructed Response Items
Standards for Assessment Tasks

• 1. Organization of Information The task asks
  students to organize, synthesize, interpret,
  explain, or evaluate complex information in
  addressing a concept, problem or issue.
• 2. Consideration of Alternatives The task asks
  students to consider alternative solutions,
  strategies, perspectives, or points of view in
  addressing a concept, problem or issue.
• 3. Disciplinary Content The task asks students
  to show understanding and/or use ideas, theories,
  or perspectives considered central to an academic
  or professional discipline.
• 4. Disciplinary Process The task asks students
  to use methods of inquiry, research, or
  communication characteristic of an academic or
  professional discipline.
• 5. Elaborated Written Communication The task
  asks students to elaborate on their
  understanding, explanations, or conclusions
  through extended writing.
• 6. Problem Connected to the World Beyond the
  Classroom The task asks students to address a
  concept, problem or issue that is similar to the
  one that they have encountered or are likely to
  encounter in life beyond the classroom.
• 7. Audience Beyond the School The task asks
  students to communicate their knowledge, present
  a product or performance, or take some action for
  an audience beyond the teacher, classroom, and
  school building.
• Michigan Curriculum Framework

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HOW to Develop Constructed Response ItemsThe
Specifics

• Set the Context
• Specify the knowledge to be brought to bear
• Specify the Reasoning
• Use specific verbs e.g. analyze, cite, describe
• Point the Way
• Inform students of the criteria that will be
  applied to evaluate their responses
• Develop the Scoring Rubric
• Clear articulation of the appropriate evaluation
  criteria by which to judge the quality of student
  responses.
• Adapted from Classroom Assessment for Student
  Learning, Richard Stiggins, et. al. 2006

11
Examples 5th Grade Science

• E.ST.05.22 Explain moon phases as they relate to
  the position of the moon in its orbit around the
  Earth, resulting in the amount of observable
  reflected light.
• Sample Item
• Sometimes the Moon looks like a full circle,
  sometimes it looks like a half circle, and
  sometimes it looks like a crescent (Set the
  Context). Explain why (Specify the Reasoning) the
  Moon appears to be different shapes at different
  times. You may use labeled drawings in your
  explanation (Point the Way).
• Released NAEP Item (http//nces.ed.gov)

12
Scoring Rubrics Two Types

• Generic Rubrics
• define what content understanding looks like,
  in general, for any body of knowledge.
• 3 The response is clear, focused, and
  accurate.
• 2 The response is clear and somewhat focused,
  but not compelling.
• 1 The response misses the point, contains
  inaccurate information, or otherwise
  demonstrates lack of mastery of the material.
• Classroom Assessment for Student Learning
• Richard Stiggins, et. al. 2006

13
Generic Rubrics Another Example

• Sophisticated an unusually thorough, elegant,
  and inventive account fully supported, verified,
  and justified deep and broad goes well beyond
  the information given.
• In-Depth an atypical and revealing account,
  going beyond what is obvious or what was
  explicitly taught makes subtle connections well
  supported by argument and evidence novel
  thinking displayed.
• Developed reflects some in-depth and
  personalized ideas going beyond the given
  there is supported theory here, but insufficient
  or inadequate evidence and argument.
• Intuitive an incomplete account but with apt
  and insightful ideas extends and deepens some of
  what was learned some reading between the
  lines account has limited support/argument/data
  or sweeping generalizations. There is a theory,
  but one with limited testing and evidence.
• Naïve a superficial account more descriptive
  than analytical or creative a fragmentary or
  sketchy account of facts/ideas or glib
  generalizations a black-and-white account less
  a theory than an unexamined hunch or borrowed
  idea.
• Understanding by Design
• Grant Wiggins Jay McTight, 1998

14
Scoring Rubrics Exercise-Specific

• Points are awarded when specific information
  appears in students responses.
• Classroom Assessment for Student Learning
• Richard Stiggins, et. al. 2006

15
Examples 5th Grade Science

• Sometimes the Moon looks like a full circle,
  sometimes it looks like a half circle, and
  sometimes it looks like a crescent. Explain why
  the Moon appears to be different shapes at
  different times. You may use labeled drawings in
  your explanation.
• __________________________________________
• __________________________________________
• __________________________________________
• ALL examples taken from NAEP Released Items
  http//nces.ed.gov/nationsreportcard

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Exercise-specific Scoring Rubric

• Complete (3)  Student explanation includes all
  the points given below. Student can provide a
  drawing correctly illustrating the phases of the
  moon.
• The Moon is visible because it reflects (or is
  illuminated by) sunlight.
• The Moon revolves around the Earth.
• The portion of the illuminated half of the Moon
  that is visible from Earth changes, thus making
  the Moon appear to change shape.
• Partial (1-2)  Student explains 1 or 2 aspects of
  the causes of the phases of the Moon without
  major misconceptions.
• Unsatisfactory/Incorrect (0)  Student does not
  correctly explain any aspect of the phases of the
  Moon, or explains aspects but includes major
  misconceptions.

17
Sample Student Response Complete (3/3)
18
Sample Student Response Partial (1/3)
19
Student Response Unsatisfactory (0/3)
20
Examples 7th Grade Science

• S.IP.07.15 Construct charts and graphs from data
  and observations.
• A student took a sample of water from a pond and
  examined it under a microscope. She identified
  several species of protozoans, including two
  species of Paramecium that are known to eat the
  same food. The student decided to examine the
  water sample every day for a week. She added food
  for the Paramecia each day and counted the number
  of each species. Her findings are summarized in
  the table below.               

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Examples 7th Grade Science

• NUMBER OF PARAMECIA IN POND WATER SAMPLE
•   Day    Species S    Species T 
• 1 50
  50
• 2 60
  80
• 3 100 90
  
• 4 150 60
  
• 5 160 50
  
• 6 160 30
  
• 7 160
  20
• Using the axes below, construct a graph showing
  the number of each species of Paramecium the
  student found each day. Be sure to label the axes.

22
Exercise-specific Scoring Rubric

• Complete (3)  Student scales, plots, and labels
  the graph correctly.  
• Essential (2)  Student scales and plots S and T
  correctly one or both axis labels or plot labels
  are missing (or incorrect).  
• Partial (1)  Student scales and plots either S
  or T correctly or scales and plots S and T
  combined (for example, adds data for each into
  one data point). No labels on graph.  
• Unsatisfactory/Incorrect (0)  Student fails to
  plot data for either S or T correctly or produces
  an illogical graph.

23
Sample Student Response Complete (3/3)
24
Sample Student Response Complete (3/3)
25
Sample Student Response Essential (2/3)

• Provides correct scales and plots for both sets
  of data, but lacks a label for the y-axis.

26
Sample Student Response Essential (2/3)

• Provides correct scales and plots for both sets
  of data, but lacks labels for both axes.

27
Sample Student Response Partial (1/3)

• Using different types of graphs, both responses
  scale and plot only the data for species S. They
  also both lack labels for the axes.

28
Sample Student Response Partial (1/3)

• Using different types of graphs, both responses
  scale and plot only the data for species S. They
  also both lack labels for the axes.

29
Sample Student Response Unsatisfactory (0/3)
Illogical graph of the data.
30
Sample Student Response Unsatisfactory (0/3)

• Illogical graph of the data.

31
Examples High School Science

• B1.2g Identify scientific tradeoffs in design
  decisions and choose among alternative solutions.
• AND
• B4.2h Recognize that genetic engineering
  techniques provide great potential and
  responsibilities.
• Some people believe that recombinant DNA
  technology has serious disadvantages. Describe
  one disadvantage that might result from the use
  of recombinant DNA technology. Then describe a
  plan or a policy for dealing with the
  disadvantage that could be followed by research
  scientists, doctors, public officials, or other
  people who are involved with recombinant DNA
  technology and its uses.

32
Exercise-specific Scoring Rubric

• Complete (3)  Student response describes a
  reasonable disadvantage of recombinant DNA
  technology and provides a clear description of a
  plan for dealing with the disadvantage. Credited
  disadvantages (1 pt) include
• Regulation of new strains
• Production of dangerous organisms
• Genetic Similarity - loss of diversity
• Regulation of applications/patents
• Credited acceptable plans (2 pts) include
• Informed consent
• Regulation
• Thorough testing
• Oversight committee
• Essential (2)  Student response describes a
  reasonable disadvantage and attempts a brief
  description of a plan for dealing with this
  disadvantage (e.g., test or observe, research
  further). OR Student response provides only a
  description of a plan. 
• Partial (1)  Student response describes a
  reasonable disadvantage of genetic technology but
  does not develop a plan for dealing with the
  disadvantage. 
• Unsatisfactory/Incorrect (0)  Student response
  states that there are no disadvantages, or states
  a disadvantage that is inaccurate or unreasonable.

33
Sample Student Response Complete (3/3)

• Student response states that making new kinds of
  viruses and mutations are a disadvantage, and
  outlines a plan that involves experimentation
  with human cells outside the body.

34
Sample Student Response Essential (2/3)

• Student response discusses the production of
  dangerous viruses, and attempts a brief
  description of a plan.

35
Sample Student Response Essential (2/3)

• Student response describes a disadvantage in
  general terms only, but does outline a plan that
  involves the setting of limitations.

36
Sample Student Response Partial (1/3)

• Student response explains that the intermixing
  of genes could result in the production of
  nontreatable diseases. No plan is given.

37
Sample Student Response Partial (1/3)

• Student response explains that the virus may
  have side effects, such as changing or altering a
  regular body function. No plan is given.

38
Sample Student Response Unsatisfactory(0/3)

• Student response does not state a clear
  disadvantage or outline a coherent plan.

39
Sample Student Response Unsatisfactory(0/3)

• Student response does not give a clear
  disadvantage, and states merely that these people
  should stop messing around with recombinant DNA
  technology.

40
Activity 1 Write a Scoring Rubric

• Question 1 4th Grade Earth Science
• Question 2 5th Grade Life Science
• Question 3 7th Grade Physical Science
• Question 4 7th Grade Physical Science
• Question 5 High School Biology
• Question 6 High School Earth Science

41
Activity 1 Write a Scoring Rubric

• E.ST.04.22 Explain that the spin of the Earth
  creates day and night.
• Everyone knows about day and night. Write what
  you think makes day and night. Draw a picture to
  show what you think.
• NAEP Released Items http//nces.ed.gov/nationsrepo
  rtcard

42
Activity 1 Write a Scoring Rubric

• Everyone knows about day and night. Write what
  you think makes day and night. Draw a picture to
  show what you think.
• 2 pts. The response indicates that the Earth
  turns so that the same face is not always facing
  the Sun. Example The Earth turns every 24
  hours, and for 12 hours we are facing the Sun.
• 1 pt. The response indicates that the Moon and
  Sun are on different sides of the Earth and the
  Earth rotates facing one and then the other.
  There is no implication that the Sun moves.
  Example In the day we face the Sun and in the
  night we turn to face the Moon.
• 0 pt. The response indicates that the Sun moves
  (possibly across the sky) to cause night and day.
  Example The Sun moves and makes way for the
  Moon. PLUS
• 1 pt. Diagram correctly illustrates Sun and
  Earth, with the side facing the Sun illuminated
  (day) and the side away from the Sun darkened
  (night).
• Adapted from Classroom Assessment for Student
  Learning, Stiggins, et. al. 2006

43
Activity 1 Write a Scoring Rubric

• L.OL.05.42 Explain how animal systems (digestive,
  circulatory, respiratory, skeletal, muscular,
  nervous, excretory, and reproductive) work
  together to perform selected activities. 
• Sample Item When you exercise strenuously,
  your body produces excess heat. Describe at least
  two things your body does to help prevent your
  temperature from rising excessively, and explain
  why the body's response is effective.

44
Activity 1 Write a Scoring Rubric

• Complete (3)  Student indicates that the body
  keeps its temperature from rising through
  sweating or by blood vessels dilating AND states
  how these are effective cooling by evaporation
  or transferring heat in blood to the air
  surrounding the skin.  
• Partial (1-2)  Student indicates one or two
  methods the body keeps its temperature from
  rising but does not explain fully how the
  mechanisms work.  
• Unsatisfactory/Incorrect (0)  Student provides
  little or no evidence of knowledge of any
  mechanism for losing heat during exercise.

45
Activity 1 Write a Scoring Rubric

• S.IP.07.12 Design and conduct scientific
  investigations.
• S.IP.07.13 Use tools and equipment (spring
  scales, stop watches, meter sticks and tapes,
  models, hand lens, thermometer, models, sieves,
  microscopes, hot plates, pH meters) appropriate
  to scientific investigations.
• Sample Item Explain how (Specify the
  Reasoning) you can find out the volume of a solid
  object, such as a small rock (Set the Context),
  using only water and either a measuring cup or a
  graduated cylinder (Point the Way).

46
Activity 1 Write a Scoring Rubric

• Complete (3)  Student correctly describes how to
  determine the volume of a solid object using
  water and a measuring cup or graduated cylinder.
  Comparison or change in volume of water should be
  explicit.
• Method A
• Pour some water into the graduated cylinder
• Record the water level (1 pt.)
• Then put the rock in the graduated cylinder
• Record the water level again (1 pt.)
• The difference between the first and second
  volume measurements is the volume of the rock (1
  pt.)
• Method B
• Spillage Responses Fill cup with water (to the
  top) (1 pt.), add rock, catch the water that
  overflows in separate container, and measure the
  overflow (1 pt.). Overflow volume of the rock
  (1 pt.).
• Partial (1-2)  Student gives the initial steps
  involved in measuring the volume of a solid
  object, but does not compare or discuss the
  change in water level, volume of overflow, or
  volume of the rock.
• Unsatisfactory/Incorrect (0)  Student
  demonstrates no understanding of how to use water
  and a graduated cylinder to measure volume.

47
Activity 1 Write a Scoring Rubric

• S.IA.07.11 Analyze information from data tables
  and graphs to answer scientific questions.
• One characteristic that can be used to identify
  pure metals is density. If you determine the
  density of a pure metal, you can determine what
  the metal is, as shown in the table below.
•  
• Suppose that you determine that a metal ring has
  a density of 15.3 grams/cm3. Assume that the ring
  is a mixture of some combination of the metals
  listed in the table. What can you determine
  about its composition from its calculated
  density? Explain your answer.

48
Activity 1 Write a Scoring Rubric

•  Complete (3)  Student response states that the
  ring is not pure gold but must contain some gold
  (1 pt.). Response may reason that the density of
  the ring (15.3 g/cm3) is less than the density of
  gold (19.3 g/cm3), but more than the density of
  any of the other metals (1 pt.). Response must
  also state that the identity of the other metals
  in the ring cannot be determined from the given
  information (1 pt.). 
• Partial (1-2)  Student response identifies gold
  as being one of the metals in the mixture and may
  choose others based on such factors as averaging
  densities. Response does not state that the
  identity of the other metals in the ring cannot
  be determined from the given information. 
• Unsatisfactory/Incorrect (0)   Student response
  does not identify gold as one of the metals in
  the mixture, or states that the ring is made of
  pure gold.

49
Activity 1 Write a Scoring Rubric

• B4.3g Explain that cellular differentiation
  results from gene expression and/or environmental
  influence (e.g., metamorphosis, nutrition).  
• Sample Item Biologists know that nearly all
  cells in a person's body contain the same genes.
  For example, kidney cells contain the same genes
  as the cells that normally make hemoglobin. Given
  these facts, explain why kidney cells do not make
  hemoglobin even though they contain the
  hemoglobin gene.

50
Activity 1 Write a Scoring Rubric

•  Complete (3)  Student response states that even
  though all cells in a person's body contain the
  same genetic information (1 pt.), different cells
  "use" different parts of this information at
  different times (1 pt.), i.e., the gene for
  hemoglobin may be "turned on" in
  hemoglobin-manufacturing (e.g. bone marrow)
  cells, but "turned off" (1 pt.) in kidney cells. 
  
• Unsatisfactory/Incorrect   Student response
  demonstrates little or no understanding of what
  causes different cells to perform different
  functions.

51
Activity 1 Write a Scoring Rubric

• E1.2g Identify scientific tradeoffs in design
  decisions and choose among alternative solutions.
  
• E2.4A Describe renewable and nonrenewable sources
  of energy for human consumption (electricity,
  fuels), compare their effects on the environment,
  and include overall costs and benefits.
• For each of the sources of electrical energy
  listed below, describe an advantage and a
  disadvantage of relying on that energy source for
  a large part of our countrys electrical
  energy.
• a. Solar b. Nuclear
• c. Hydroelectric d. Fossil Fuels
• NAEP Released Items http//nces.ed.gov/nationsrepo
  rtcard

52
Activity 1 Write a Scoring Rubric

• For each of the sources of electrical energy
  listed below, describe an advantage and a
  disadvantage of relying on that energy source for
  a large part of our countrys electrical energy.

Source Advantage Disadvantage
Solar Less air pollution Expensive, Clouds interfere
Nuclear Less air pollution, large amount of energy per mass of fuel Radioactive wastes, Possibility of accident or meltdown, Public acceptance
Hydroelectric Little pollution Limited access to rivers, Reservoirs flood land
Fossil fuels Abundant relatively cheap fuel Nonrenewable fuel source, Air pollution, Greenhouse gases
Complete (3) Includes 7-8 of the essential
parts Partial (2) Includes 5-6 of the essential
parts Unsatisfactory (1) Includes 3-4 of the
essential parts Incorrect (0) Includes less than
3 of the essential parts
53
Developing Constructed Response Assessments

• Plan the Assessment
• Develop the Assessment
• (including the Scoring Rubric!)
• Critique the Assessment
• Administer the Assessment
• (Student Performance Data)
• Revise the Assessment
• Classroom Assessment for Student Learning
• Richard Stiggins, et. al. 2006

54
Step 1 Plan the Assessment.

• How Many Items? Aligned to which Content
  Expectations?

Grade Science Unit 1 Science Unit 2 Science Unit 3 Science Unit 4
5th Forces Motion Animal Body Systems Adaptations Traits of Organisms Moon Planets
6th Matter Energy Ecosystems Soils, Rocks Fossils Plate Tectonics Earths Magnetic Field
7th Energy Waves Elements Compounds Cells, Plants Photosynthesis Atmosphere, Weather Climate, Water Cycle
e.g. 2 CR Items per Unit 8 Total
55
Step 1 Plan the Assessment.
High School PHYSICS Units
1 Motion
2 Two-Dimensional Motion and Forces
3 Dynamics
4 Momentum
5 Periodic Motion
6 Mechanical Energy
7 Mechanical Waves
8 Electromagnetic Waves
9 Electric Forces
10 Electric Current
11 Energy Transformations
12 Energy and Society

• How Many Items?
• Aligned to which Content Expectations?

e.g. 2 CR Items per Unit 24 Total Constructed
Response Items per Physics Course
56
Steps 2 3 Developing Critiquing the
Assessment.

• Eight Guidelines for Writing Constructed-Response
  Items
• Assess understanding beyond rote recall.
• There should be more than one way to answer a
  question.
• There should be opportunities for students to
  earn partial credit.
• Harcourt Assessment, Inc. and
• Michigan Department of Education, 2005

57
Steps 2 3 Developing Critiquing the
Assessment.

• Keep the item within a reasonable scope.
• Avoid questions that are so broad that a
  knowledgeable person could write multiple pages
  on the subject.
• EXAMPLE
• Poor Explain kinetic energy and gravitational
  potential energy.
• Better A pencil rolls across a tabletop and
  then falls to the floor. Describe the changes in
  the kinetic energy and gravitational potential
  energy of the pencil as it rolls, falls, and
  lands on the floor.

58
Steps 2 3 Developing Critiquing the
Assessment.

• Define the task specifically.
• Dont expect students to read between the
  lines.
• EXAMPLE
• Poor Describe the differences between various
  types of rocks.
• Better Describe three differences between
  igneous and sedimentary rocks.

59
Steps 2 3 Developing Critiquing the
Assessment.

• Break a complex task into parts.
• Makes an item more accessible to students.
• Put tasks in a logical sequence (first part is
  often at lower cognitive level than later parts).
• Avoid redundancy.
• EXAMPLE
• Poor Juan and Valerie are designing an
  experiment to test whether a pesticide affects
  tomato plant growth. Identify four possible
  variables in this experiment. Choose one of
  these and explain how it can be controlled and
  how the results might change if it were not
  controlled.
• Better Juan and Valerie are designing an
  experiment to test whether a pesticide affects
  tomato plant growth.
• Identify four possible variables in this
  experiment.
• Choose one of these and explain how it can be
  controlled.
• Explain how the results of their experiment might
  change if this factor were not controlled.

60
Steps 2 3 Developing Critiquing the
Assessment.

• Use verbs that discourage one-word responses.
• Avoid questions that can be answered simply yes
  or no.
• EXAMPLES
• Explain or Illustrate vs. Name or
  List

61
Steps 2 3 Developing Critiquing the
Assessment.

• Use caution when asking subjective questions.
• Items should not intrude on student privacy.
• Do not ask students how they feel.
• Do not ask students to relate things to personal
  experience.
• Any explanation or justification for a students
  response should be based on the stimulus material.

62
Steps 2 3 Developing Critiquing the
Assessment.

• Write the scoring rubric at the same time as the
  item.
• Include examples of correct or partial
  responses.
• Critique and confirm that the item elicits the
  intended response.
• Aligned to a specific Content Expectation.
• A common error is to ask one question, but base
  the scoring rubric on an answer that really
  corresponds to another related question that goes
  into more depth than what is asked.
• Harcourt Assessment, Inc. and
• Michigan Department of Education, 2005

63
Step 4 Administer the Assessment (Examine
Student Data).

• Sometimes the Moon looks like a full circle,
  sometimes it looks like a half circle, and
  sometimes it looks like a crescent. Explain why
  the Moon appears to be different shapes at
  different times. You may use labeled drawings in
  your explanation.
• 8th Grade NAEP Test, 2005 National Results
• Complete 3
• Partial 18
• Unsatisfactory / Incorrect 76
• Omitted / Off Task 3

64
Step 4 Administer the Assessment (Examine
Student Data).

• NUMBER OF PARAMECIA IN POND WATER SAMPLE
•   Day    Species S    Species T 
• 1 50
  50
• 2 60
  80
• 3 100
  90
• 4 150
  60
• 5 160
  50
• 6 160
  30
• 7 160
  20
• Using the axes below, construct a graph showing
  the number of each species of Paramecium the
  student found each day. Be sure to label the
  axes.
• 12th Grade NAEP Test, 2005 National Results
• Complete 56
• Essential 23
• Partial 5
• Unsatisfactory / Incorrect 13
• Omitted / Off Task 4

65
Step 4 Administer the Assessment (Examine
Student Data).

• When you exercise strenuously, your body
  produces excess heat. Describe what your body
  does to help prevent your temperature from rising
  excessively, and explain why the body's response
  is effective.
• 2005 National Results
• 8th Grade 12th Grade
• NAEP Test NAEP Test
• Complete 2 9
• Partial 66 72
• Unsatisfactory /
• Incorrect 23 12
• Omitted / Off Task 9 7

66
Step 5 Revise the Assessment.

• Flaws in the assessment will become very clear.
• Can also see if and where instruction has fallen
  short and allow you to make improvements for
  your current and future sets of students.

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Contact Information

• Tom Wessels, Director
• Grand Traverse Regional Math and Science Center
• Traverse Bay Area Intermediate School District
• 1101 Red Drive PO Box 6020
• Traverse City, MI 49682
• 231.922.7875 twessels_at_tbaisd.k12.mi.us