Constructed Responses TRAINING

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Constructed ResponsesTRAINING

• Writing BCRs
• Government H.S.A.

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Characteristics of Constructed Response Items
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Do the items

• tell students clearly what they are being asked
  to do?
• scaffold the questions or tasks?
• Lower level cognitive question in first bullet
• High level cognitive question in second (and
  third) bullet
• instruct the students to Include details and
  examples to support your answer.?

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Do the items

• elicit a full range of responsesfrom 0 to 4?
• include a model response and answer cues?
• use the approved stimulus to engage and focus
  students?

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Cognitive Levels

• Lower-level
• Knowledge define, identify, quote, recall,
  state, list
• Comprehension compare, describe

• Higher-level
• Analysis explain, summarize, construct
• Synthesis arrange, create, plan
• Evaluation judge, grade, weigh, evaluate, assess

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Reviewing, Editing and Revising BCRs and ECRs
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Format for a BCR

• Read the information below and use it to answer
  the BRIEF CONSTRUCTED RESPONSE that follows.
• Directly ask students for information or an
  explanation.
• Ask a higher-level cognitive question.
• Remind students to Include details and examples
  to support your answer.

Stimulus
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Format for an ECR

• Read the information below and use it to answer
  the EXTENDED CONSTRUCTED RESPONSE that follows.
• Directly ask students for information or an
  explanation.
• Ask a higher-level cognitive question.
• Ask a follow-up higher-level cognitive question.
• Remind students to Include details and examples
  to support your answer.

Stimuli
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HOTS in student papers

• Higher Order Thinking Skills (HOTS) move from
  knowledge (tell us what) to understanding (how it
  works).
• Includes basic knowledge and building
  understanding interfering misconceptions
  (i.e. the Senators taken hostage) weaken the
  structure of the response.

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Score Points

• - Level 0
• These student responses are blank, repeat the
  prompt or are irrelevant. There is no
  newinformation related to the question.
• - Level 1s
• Most of these papers are fragmented or they
  develop an incorrect idea. The amount of
  incorrect information usually keeps the paper at
  a score point 1.

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Score Points

•  Level 2s
• Frequently have misconceptions but when
  weighing and balancing they have relevant and
  complete knowledge. Usually include one key idea
  with some support or a few key ideas with no
  support. These responses tell us what and
  develop the correct idea.
• Level 3s
• These student papers include so-what and
  tell us how it works in their examples. Student
  responses show that the student understands the
  content and shows this understanding with HOTS.

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Score Points

• Level 4s
• These papers most often employ more than one of
  these techniques in their construction
• Cause/effect thinking
• Analysis and Evaluation
• Comparison and Contrast
• If this, then that weighing and balancing
• Level 4 papers are comprehensive (good stuff
  and lots of it) and show the integration of some
  of the techniques listed above.

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• Scoring v. Grading
• -Use the 4 corners approach. What is on the
  page is what is scored. Do not read in to or
  imply content meaning in a response.
• -Put aside negative grading or your approach in
  assessing your own students work in your own
  classroom as you learn to apply the rubric.

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• Scoring v. Grading
• -Be open to the students opinions and give them
  merits on how they answer the questions.
• -Be aware of what is NEW information provided by
  the student, and what information is provided in
  the prompt.
• -Length should not be an issue in scoring using
  our rubric.
• For example A long, detailed paper can earn a
  score of 1 and a short, succinct response can
  earn a score of 3.

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What do the score points on the Social Studies
Rubric look like?
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Examine this sample B.C.R.

• Describe situations in which freedom of
  expression may be legally limited.
• Explain why limiting freedom of expression is
  justified in each of the situations you
  described.
• Include details and examples to support your
  answer.

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What do the score points look like?

• Score Level 0
• The response is completely incorrect or unrelated
  to the question/topic.
• Can state I agree, I disagree or yes and
  No.
• Restates the question rewording the prompt

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• Score Level 1
• Minimal basic knowledge
• Can be one-word statements or fragmented
  sentences that relate to the question or topic.
• May have incorrect information or basis of the
  argument is flawed with support for incorrect
  information (significant misconceptions)

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• Score Level 2
• Basic knowledge with supporting facts.
• Can have minor misconceptions.
• Little or no evidence of application. There may
  be HOTS (Higher Order Thinking Skills), but they
  are not developed.

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• Score Level 3
• Response shows understanding.
• Applies information to a new situation
  developing the HOTS.
• There are no interfering misconceptions.

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• Score Level 4
• Response shows understanding and comprehension of
  the problem or topic.
• Applies information to a new situation
  developing the HOTS in a powerful way.
• There are no misconceptions or statements that
  are untrue or inaccurate.