Georgia Department of Education Assessment and Accountability Division

Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org

Assessment for Learning Series

Module 2: Understanding and Using Constructed Response Items in Middle School Classrooms

Georgia Department of EducationAssessment and Accountability Division



DefinitionConstructed response is a general term for items that require the student to generate a response as opposed to selecting a response. Constructed response items require more elaborate answers and explanations of reasoning. They allow for multiple correct answers and/or varying methods of arriving at the correct answer.

Examples of skills required on constructed response tasks include, but are not limited to:•English Language Arts

– Utilize close analytic reading– Compare and contrast ideas and themes– Synthesize ideas and concepts across a single or multiple texts

•Mathematics – Apply mathematical procedures and skills to real world problems– Express mathematical reasoning by showing work or explaining an answer



Using Assessment for Learning in Classrooms:A Continuous Cycle

Assess Current

Knowledge

DeconstructStandard

Create Lesson &

Assessment

Teach

Assess Learning

Redesign and Teach

Provide Feedback


English Language Arts (ELA)Sample Item Set

Grade 7


Standards to be AssessedELACC7.RL4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

ELACC7.RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

ELACCL7.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

ELACCL7.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.


Passage: “CHAPTER XIV Anne’s Confession”

an excerpt from Anne of Green Gables

by Lucy Maud Montgomery


Constructed Response Task ELACC7.RL4; ELACC7.RL1; ELACCL7.1; ELACCL7.2

Read this sentence from the passage.

The birches in the hollow waved joyful hands as if watching for Anne’s usual morning greeting from the east gable.

Identify the literary device used in the sentence. Then explain the author’s use of this device in the sentence.

Use details from the text to support your answer.Answer with complete sentences, and use correct punctuation and grammar.


RubricRubric

Score Designation Description

4 Thoroughly Demonstrated

The student demonstrates with a thorough explanation that he/she recognizes where and how the author uses personification, applying it to the birch trees. The student uses complete sentences, correct punctuation and grammar.

3 Clearly Demonstrated

The student demonstrates with a complete explanation that he/she recognizes where the author uses personification, applying it to the birch trees. The student uses complete sentences, correct punctuation and grammar in most of the writing.

.2 Basically Demonstrated

The student demonstrates a basic understanding of personification with a basic explanation, and is able to recognize where the author uses personification, applying it to the birch trees. The student may describe the motion of the birch trees and the image they create. The student uses complete sentences, correct punctuation and grammar in some of the writing.

1 Minimally Demonstrated

The student recognizes that the birch trees are personified, but has little commentary concerning the author’s purpose for using personification in this sentence. The student response has significant errors in constructing complete sentences, and/or using correct punctuation and grammar.

0 Incorrect or Irrelevant

The response is incorrect or irrelevant.


Exemplar ResponseThe author uses personification in this sentence. The birch trees are personified because they are blowing in the wind with a motion that looks like they are waving. The author describes the “hands” as “joyful,” and describes the trees as if they are eager to greet Anne.

The student demonstrates a thorough explanation that he recognizes where and how the author applies personification to the birch trees.

Remember: There can be multiple correct responses for constructed-response items, just as there can be more than one way at arriving at a correct answer.


Sample Student ResponseScore 3

Part A The literacy device used in the sentence is personification. Part B The author used this device to make the story come alive as if birches can watch and are waiting for Anne to come out to greet them.

The student demonstrates a clear understanding of the task.

They provide a clear explanation that recognizes where the author uses personification.

The student then applies that explanation to the birch trees.

The student would have received the higher score point if they had been more specific when describing the parts of the tree assuming that mirrors the movements of a person.


Teacher Feedback for Score Point 3

• The teacher commends the student for understanding personification.

• The teacher commends the student for being able to apply the concept of personification with the action in the story.

• The teacher advises the student that more specific details are needed to make it a “4” paper.



part A The literacy device is personafication. part B It acts as if the hollows had the human capabilitie to wave.

The student demonstrates a basic understanding of the task.

They give a basic explanation of personification, and then apply that explanation to the birch trees.

The student uses complete sentences, correct punctuation and grammar in some of the writing.



• The teacher tells the student that they know how to identify personification.

• The teacher tells the student they have correctly linked personification to some of the actions in the passage.

• The teacher indicates that English conventions need improvement.



Part A The literary device used in this sentence is Personification. Part B The author used Personification when he said "The birches in the hollow waved joyful hands..."

The student demonstrates a minimal understanding of the task.

They recognize that the birch trees are personified but they have little commentary concerning the author’s purpose for using personification in this sentence.

Instead, the student just repeats what the author said in the text.



• The teacher commends the student for correctly identifying personification as the literary device in the sentence.

• The teacher informs the student that their attempt to explain the use of personification in the response is a restatement of what is in the item stem.


MathematicsSample Item Set

Grade 6


MCC6.NS.7: Understand ordering and absolute value of rational numbers.

MCC6.EE.2: Write, read, and evaluate expressions in which letters stand for numbers.

MCC6.EE.7: Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.

Standards to be Assessed


Tanya played a computer game in which the score was calculated using the equation s = t – c, where s is the score, t is the number of points Tanya earned, and c is the number of points her computer opponent earned. Tanya recorded her scores for one week on the number line shown in the diagram.

The winner is determined by the highest score.Part AOn Tuesday, Tanya’s computer opponent scored 33 points. How many points did Tanya score? Explain your answer or show your work.Part BOn which day were the scores of Tanya and the computer the closest, but not the same? Who won that day? Explain your answer.Part CExplain what Friday’s score means about the number of points Tanya and the computer earned. Justify your answer using words and a mathematical statement.Part DOn which day(s) did Tanya win? Using t and c, write a mathematical statement to support your answer.

Constructed Response TaskMCC6.NS.7, MCC6.EE.2 and MCC6.EE.7


RubricScore Designation Description

4 Thoroughly Demonstrated

The student successfully completes all elements of the item by demonstrating an understanding of ordering and absolute value of rational numbers (6.NS.7), in particular those related to number line comparisons (6.NS.7a, 6.NS.7c). The student demonstrates the ability to write, read, and evaluate expressions in which letters stand for numbers (6.EE.2), and to solve real-world and mathematical problems by solving equations (6.EE.7).

3 Clearly Demonstrated

The student shows clear understanding of the skills listed above, but one of the explanations is weak or insufficientOrAll parts of the item are correctly done except for a minor computational errorOrThe student successfully completes three of the four parts of the item.

2 Basically Demonstrated

The student shows basic understanding of the skills listed above, but provides insufficient explanationsOrThe student successfully completes two of the four parts of the item.

1 Minimally Demonstrated

The student shows minimal understanding of the skills listed above by completing only one of the four parts of the itemOrThe student had some correct answers, but provided no explanations.

0 Incorrect or irrelevant

The response is incorrect or irrelevant to the skill or concept being measured.


Exemplar ResponsePart ATanya scored 25 points.Substitute the values into the equation and solve.Part BTheir scores were closest on Saturday, and the computer won. The difference on Saturday is 6 points. Since t – c is negative, c is greater than t. This means the computer’s score was higher.OrTo compare scores, use the absolute value of the difference, which is The absolute value of all of the scores is the smallest on Saturday. Since is negative, c is greater than t. This means the computer’s score was higher.Part COn Friday Tanya and the computer earned the same number of points (or, they tied). This is true because if then Part DTanya won on Thursday, Monday, and Wednesday. Tanya will win whenever her score is greater than the computer’s, or whenever t > c.

All elements of the item are successfully completed, showing an understanding of ordering and absolute value.


Student ResponseScore 3

Part A has the correct answer of 25, with support.

Part B has the correct answer, Saturday, with explanation.


Student ResponseScore 3 (continued)

Part C correctly explains the meaning of a zero on the graph with a correct justification but is missing a mathematical statement.

Part D has the correct answer, with correct support.



• The teacher commends the student on having correct responses in parts A, B and D.

• The teacher feedback states that the student gives a good explanation in Part C but failed to provide a mathematical statement .



Part A has a correct answer, with work shown.

Part C correctly interprets the zero score on the graph as a tie, but lacks a sufficient justification.

Part B has the correct answer of Saturday, indicates the winner as the computer but does not provide a sufficient explanation.

Part D has the correct answer of Thursday, Monday, and Wednesday and gives mathematical statements for each day as support, but not a general statement.



• The teacher commends the student for providing correct answers for the math content for each part.

• The teacher states that for each part, the student fails to provide adequate explanations and justifications.



Part A has a correct answer, but no explanation or work shown.

Part C correctly interprets the meaning of the zero score on the graph but the justification is insufficient.

Part B is incorrect.

Part D has the correct answer, but with no support.



• The teacher commends the student for providing correct responses for the math content in Parts A, C and D.

• The teacher informs the student that the explanations, justifications and support are insufficient for Parts A, D and D.

• The teacher states that Part B is completely incorrect.

• Demonstration lesson with active discussion• Whole class instruction/direct instruction• Small, cooperative group activity where students examine sample

responses and their rubric components• Parent conferences• Inclusion classes with multiple adult supervisors/coaching• Homework (only following extensive explanation and experience with

open-ended items provided by the teacher in the classroom)• Parent Night activity where parents and their children work together• No grades----rubric score accompanied by written and/or oral feedback

highly suggested because students are in the process of learning the standards and improving based on feedback

Ways to Use Constructed Response Items

How Teachers Use Student Responses

• Determine students’ progress towards mastery of standards and readiness to proceed to next level

• Provide students with oral and written feedback specific to the standard

• Design instructional next steps, which includes re-teaching, remediation, and differentiation

• Self-assess professional growth needs, such as additional professional learning, collaboration, classroom materials and resources

Close-out• Constructed response items require students to

construct an answer for the formative task and are scored based on criteria defined in rubrics.

• Constructed response items can be used formatively to learn how well students are progressing in mastery of standards.

• Student performance on constructed response items gives teachers information to adjust instruction and know if students are able to demonstrate complex thinking.

References• Ericsson, K. A., & et al., (1993). The role of deliberate practice

in the acquisition of expert performance. Psychological Review, 100(3), 363-406.

• Georgia FIP Module 4: Analyzing evidence and providing effective feedback. www.gadoe.org/GeorgiaFIP

• Smarter Balanced Assessment Consortium General Item Specifications. (April 2012). Retrieved from: http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/TaskItemSpecifications/ItemSpecifications/GeneralItemSpecifications.pdf

• Universal design for learning. Center for Applied Special Technology (CAST) http://www.cast.org/udl/index.html

http://www.gadoe.org/GeorgiaFIP

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/TaskItemSpecifications/ItemSpecifications/GeneralItemSpecifications.pdf



http://www.cast.org/udl/index.html

Georgia Department of Education Assessment and Accountability Division

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