Open Response Questions

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Open Response Questions

• Assessing Core Content at Higher Levels of
  Thinking

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Rationale

• Promotes higher levels of thinking
• Helps students to internalize core content
• Allows entry to all students
• Gives a better picture of student understanding

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5 Types of Open Response Questions

• Scaffolded
• Single Dimension
• Two or More Relatively Independent Components
• Student Choice Topics/Options
• Response to Provided Information

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Making Memories Last

• One-bun
• Two-shoe
• Three-tree
• Four-door
• Five-hive
• Six-sticks
• Seven-heaven
• Eight-gate
• Nine-line
• Ten-hen

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Scaffolded

• Two or more parts labeled A, B, C
• Each correct answer depends upon other parts
• Questions get progressively harder

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Example of Scaffolded ORQ

• The students in Mrs. Spaldings class are
  planning a fall party. There are 29 students in
  the class. They have decided to have lemonade,
  orange soda, and colas to drink. They will give
  the first person lemonade, the second orange
  soda, and the next two students will receive a
  cola each. This pattern continues.
• A. Create a table to show the party drink
  pattern.
• B. What will the 29th student receive to drink?
• C. How many of each type of drink will they
  need (number of lemonade, orange soda, and
  colas?)
• D. How did your table help you answer the
  question?

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Single Dimension Component

• No A, B, C parts
• Straightforward question
• Requires examples, explanation, description, or
  evidence as support

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Example of Single Dimension Component ORQ

• Look at the food chain for a typical Kentucky
  forest. (diagram provided) Predict what would
  happen to the rest of the food chain if one of
  the links of the chain were wiped out. Support
  your answer.

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Two or More Independent Components

• Parts are labeled A, B, C
• Each answer stands alone
• Getting one part correct does not depend upon
  having other parts correctly answered

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Example of Two or More Independent Components

• The map below shows several regions where major
  cities developed. Use the map to answer
  questions.
• Explain why these cities developed in these
  areas.
• Identify two of the four cities by number and
  then discuss a major industry in each

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Student Choice Topics/Options Provided

• Lists of selections to choose from
• More opportunities to demonstrate individual
  learning

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Example of Student Choice

• There are many important issues facing the
  people of the U.S. today. Select 2 of the issues
  or problems from the list and explain several
  ways that each issue could be addressed. Include
  in your explanation the pros/cons.
• budget deficit
• urban development
• pollution of the environment
• illegal immigration

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Response to Provided Info

• Data, text and/or graphics are given
• Students must manipulate raw materials and
  respond to specific questions

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Example of Response to Provided Information ORQ

• After reading the excerpt from Robinson Crusoe,
  what conclusions can you draw about the type of
  person Crusoe is? Use specific details and
  evidence from the passage to support your
  response.

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Problems Students Have

• They wont be specific.
• They dont use critical vocabulary.
• They dont provide supporting details.
• They dont justify their claims by telling why
  and how.

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A question

• A fever causes changes in a persons body.
• Describe THREE ways that a fever changes a
  persons body.
• Using examples from the article, explain THREE
  ways that a fever can be treated.

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A level two answer

• Three ways a temperature changes a persons body
  is
• You feel hot.
• An instant shiver.
• Your cheeks are red.
• A fever can be treated by
• Drinking cool liquids.
• Wear light weight clothing.
• Rest.
• Thats all.

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Moving from General to Specific

• Firstmake a general statement by restating the
  question.
• Describe three ways the body changes when it has
  a fever.
• Three ways the body changes when it has a fever
  are as follows

The question
Restated
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Generality Nouns

• Areas
• Causes
• Challenges
• Changes
• Contributions
• Decisions
• Differences

• Influences
• Kinds of
• Types of
• Problems
• Reasons
• Steps
• Things

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Linear Array
GENERAL
SPECIFIC
changes
body changes
physical changes internal changes
sweats chills loss of appetite rise in
temp. weakness thirst flushed cheeks
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Becoming more Specific

• Training students to recognize non-specific words
  in their writing and teaching them to reduce
  these words into their components will help
  students produce writing that is richer in
  details and will eliminate unsupported
  generalities.

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Health Verbs

• Act
• Block
• Breathe
• Change
• Connect
• Contract
• Control
• Disease
• Dehydrate
• Die
• Digest
• Divide

• Excrete
• Evolve
• Expand
• Exhale
• Filter
• Flow
• Function
• Inflame
• Ingest
• Inhale
• Interact
• Exchange

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Health Verbs

• Metabolize
• Mutate
• Nourish
• Perform
• Process
• Produce
• Protect
• Pump

• React
• Replace
• Reproduce
• Respond
• Secrete
• Stimulate
• Transmit

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A Level 4 answer

• A. When you have a fever, changes in your body
  tell you something is not right. There are many
  types of changes your body goes through. First,
  your body feels hot, often you face is flushed
  and you may have some chills and shivers. Your
  body is working hard to fight off infection, this
  is one reason you will feel tired, weak and
  sleepy. You feel sweaty because your body is
  reacting by cooling itself off through sweating.
  Sweating is a natural way of cooling down the
  body. You dont have much of an appetite, but
  your body craves liquids to replace body fluids
  lost.

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Continued

• B. It is important that you know what steps to
  take and how to treat a fever in case you are
  sick. If you find yourself running a fever first
  tell an adult so they can help you with the
  problem. You should stay home and get plenty of
  rest. Your body needs to conserve energy so you
  can fight the infection, resting is a way of
  saving your energy. You should also drink lots
  of clear fluids like water, ginger ale, and
  juices. It is important to replace fluids lost
  while running a temperature to prevent
  dehydration. You should wear types of light
  weight clothing, like cotton, so the air can cool
  your body down. If your fever is over 104
  degrees F, you should go to your doctor.

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Some Words that Signal Analysis

• Because
• Since
• So that
• By
• To
• As a result
• One reason
• Another consequence

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Activity

• Read the student answer and highlight the
  analysis statements and phrases

Take time to tell why.
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ReCAP

• ReRestate the question
• CACorrect Answer (Be specific.)
• PProve it (Tell why.)

Re
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ReRestate
Re

• Use language in question to write the main idea
  in general terms by restating the stem/situation
  or by covering the Bloom verb and starting your
  sentence with the next word.
• Introduce your topic and purpose.
• Dont use pronouns until youve made your
  introductions.
• Help the scorer know what the question is without
  having to read it.
• Write the restatement(s) on an envelope.

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CA-Correct Answer
Re

• Be sure to answer all parts.
• Use one index card per part.
• Label each index card with the correct answer by
  using phrases and key words.

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PProve it
Re

• This is your supporting evidence, details,
  examples
• These are your answers to the question, WHY?
  for each correct answer on each index card.
• These might also be laws or connections to your
  life.
• Use keywords and phrases to jot this information
  on each post it.
• One way to do this is by reading whats on the
  index card and saying, Because

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On the flap

• Put all the critical vocabulary you can think
  of that should be used in this answer
• Specific nouns
• Verbs that go with that core content

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Drafting the Answer

• Start with a restatement on the envelope.
• Label and Answer all the parts in the order they
  were asked.
• In complete sentences, give the correct answers
  (index cards) followed by the because statements
  (post it notes).
• Use critical vocabulary from the question, as
  well as from your own understanding.

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Components of an ORQ

• Core content
• Title
• Situation or stem
• Directions
• Bloom verbs (imperative statements)
• The specifics called forlabel the parts, tell
  how many, ask for examples, use bullets for
  emphasis

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When Designing The Rubric

• Think like a child at that level.
• Brainstorm all the ways a student might enter
  into this question and avoid misconceptions.
• Jot down your look fors.
• Write expectations for all 4 levels of responses
  1-4. Remember to include or- statements.
• Generate your rubric.

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Analyze the Class to Inform Instruction

• Look at content
• Content knowledge
• Details or evidence support
• Appropriate content vocabulary
• Look at process
• Appropriate strategy
• Focus on question
• Answers all parts
• Organization
• Effort

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Address Needs that Arise

• Individual Action Plan
• Class Action Plan
• Use analysis to inform instruction
• Plan mini lessons that relate to needs in
  content, process, and effort

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Citations

• Robert Marzano, Classroom Instruction that Works
• Silver and Strong, Thoughtful Classrooms
• Joyce Jackson, Thoughtful Classrooms
• Penny Roberts, Greenville Elementary
• Kentucky Department of Education