1. Generally, _______ items are more time consuming to construct.

1. 1. Generally, _______ items are more time consuming to construct. • Multiple Choice • Binary Choice • Matching

2. 2. This type of item(s) uses clear, concise statements. • Multiple Choice • Binary Choice • Matching • All of the Above

3. 3. According to the textbook, which of these assessment formats is best suited to assessing reasoning? • Multiple Choice • Observation • Interpretive Exercise • Matching

4. 4. A major purpose of assessing reasoning is to determine if students can __________. • use knowledge in meaningful ways. • use effective study habits. • solve problems. • reflect on what they have learned.

5. 5. The chapter discussed significant limitations of constructed response items. Which of these was not identified as a limitation? • An examinee’s reading ability is often confounded with the knowledge, reasoning, or skills being assessed. • Such exercises cannot determine whether the examinee can complete a similar, real-life exercise independently. • High-quality, appropriate exercises are difficult to develop. • It is difficult to score open-ended responses in a consistent, reliable way. • None of the Above

6. Traditional Assessments Subjective Items

7. Subjective Items • Utilized in classrooms for many years, and found to be very versatile (Nitko, 2001). • Typically have several possible correct responses, or only one correct response, but several ways to arrive at or express that answer. • Subjective judgments involved in scoring these items. • Answers are determined and outlined prior to the time the test is administered (Chase, 1999)

8. Subjective Items • Vary in format, but present a question or problem that requires the student to construct a response • Allows students to search for ideas and concepts that are not restricted to a pre-established set of options presented by the teacher (Gredler, 1999) • Constructed Response format • Restricted Response (Short Answer) and Extended Response (Essay)

9. Restricted Response Items (Short Answer)

10. Restricted Response (Short Answer ) Items • Most frequently used subjective item type • Item consists of a question or statement to which the student responds • Students respond with a letter, word, drawing, graph, short phrase, number, or a sentence (no more than 3 sentences in length), etc... • The specific nature of the response must be explicitly stated in the directions for the section. • Items can be administered in written or oral format. • Students may respond in writing, with drawing, or orally.

11. Restricted Response (Short Answer) Items Answer each item in the space provided. Show your work and Circle your final answer 1) 12 + 25 = 2) 25 + 45 = 3) 14 + 37 = 4) 18 + 11 = 5) 80 + 10 = 6) 60 + 17 = 7) 65 + 23 = 8) 87 + 11 =

12. Restricted Response (Short Answer) Items Use the graph to answer the following questions 1. Who sold the most pies? 2. Who sold the fewest cakes? 3. Who sold the greatest number of cookies? 4. Who sold the fewest number of pies?

13. Restricted Response (Short Answer) Items Read each item. Draw a picture to answer each item. Use the following shapes: How many pennies is a nickel worth? 2. How many nickels is a quarter worth? 3. Four nickels and three dimes are equal in amount to how many quarters? = Penny = Nickel = Dime = Quarter P N D Q

14. Restricted Response (Short Answer) Items Answer each item below in the space provided. 1. What state of matter is dry ice? 2. What will happen first to an ice cube placed into a boiling pot of water?

15. Restricted Response (Short Answer) Items Read each question or statement. Record your response in a complete sentence below each item in the space provided. 1. What are a state’s criminal laws collectively called? 2. The government of the United States adopted ideas from what country’s laws?

16. Restricted Response (Short Answer) Items You are going to the park on a hot day and need to take some water with you. You have three different bottles, as shown in the pictures above. You want to choose the bottle that will hold the most water. Explain in no more than 3 sentences/steps how you can find out which bottle holds the most water.

17. Directions Restricted Response • Restricted Response (Short Answer): • Answer each of the questions below with a picture or a word. • Answer each of the following questions in the blanks below. • Solve each problem below. Show all of your work and circle your answer. • Use the text and diagrams to help you answer the questions below. • Answer the questions in the space provided. • Read the passage. Then answer the following questions with a complete sentence. • Read the story to see what happens to Tony at the bowling alley. Then answer the questions that follow. • Harry made this tally chart showing how many cars of each color he saw on his way to school one day. Use the chart to answer the questions below. Each answer should be a complete sentence.

18. Restricted Response Guidelines • Ask about important concepts. • Items should be specific enough to provide clear and focused direction for the student. • If the answer is based on a specific source (text, author), specify that source • “According to our chapter…” • “According to the author…” • “Based on the illustration…”

19. Restricted Response Guidelines • Explicitly describe the expected response type. • Where? • Desired form • Particular type of reasoning • “Thinking like an engineer…. If you were the author…” • Specify the desired length, time limits, and evaluation criteria • Outline how partial credit will be earned • “You will receive 2 points for identifying the heroand 2 points for identifying the villain.”

20. Restricted Response Guidelines • Develop outlines for model answers before grading • For items that may receive partial credit, prepare scoring guide that provides a rationale for the point allocations. • Ensure that the relative time spent on a constructed response item is commensurate with the time spent on other formats • M/C take 1 minute and are worth 2 pts • RR take 5 minutes and are worth 10 pts

21. Restricted Response (Short Answer) Items • McMillan Ch 8 pg 200 – 204 • Focus on learning objectives that are application – evaluation.

22. Extended Response Items (Essay)

23. Extended Response (Essay) Items • Similar to short answer, but requires a more in-depth response. • Focus items with objectives that… • develop ideas, • organizes arguments, • creates a plan or action, • explains a solution to a problem, • demonstrated in-depth and/or original thought.

24. Extended Response (Essay) Items • Item consists of a question or statement to which the student responds • Students respond with a sentence, drawing, paragraph, a graph, a detailed step-by-step explanation, proof, character web, etc... • The specific nature of the response must be explicitly stated in the directions for the section. • Items may be written or read to students and students may respond orally or in written form.

25. Extended Response (Essay) Items Read each item carefully!! Answer each item with one or two paragraphs on your own paper. Edit your work as errors will result in point deductions. Write Neatly! 1. Suggest several (at least 3) uses for viruses and describe the processes that are involved in making those uses possible. 2. Argue the importance of photosynthesis for continued human life.

26. Extended Response (Essay) Items Solve the following equation: y = 3x - 5 Explain how you solved the equation. Indicate the method used and the steps taken. The explanation can be submitted in sentence form or bulleted list.

27. Extended Response (Essay) Items Solve the following problem solving item. Show all of your work and circle your final answer. George is a landscaper. He must construct a deck for the Smiths. Below is a drawing of the shape and size of the deck. Measure each side and determine the total amount of wood George needs for the surface of the deck.

28. Extended Response (Essay) Items If you know the two sides of a rectangle are 6 and 9, respectively, what is the length of the diagonal? Explain your answer? If the distance from home base to first base is 60 feet, how far would the third baseman have to throw the ball to first base?

29. Extended Response (Essay) Items Using diagrams or webbing, compare and contrast three characters from three different texts. Focus on the “Hero” nature of each.

30. Extended Response (Essay) Items Use the space below to write your story about going to the Apple Orchard. When you are finished writing your story, draw the illustrations with your colored pencils. Beginning- Middle- End-

31. Extended Response (Essay) Items Answer the following question in sentence or list form. Space has been provided for you. List, describe, and illustrate the steps in butterfly development from egg to adult.

32. Extended Response (Essay) Items • McMillan Ch 8 pg 204 – 211 • Focus on learning objectives that are application – evaluation.

33. Directions Extended Response • Extended Response (Essay)  • Answer each of the following questions. Each answer should be at least 2 sentences long. • Complete each of the items below. Answer each part of the item completely to receive full credit. • Solve each of the following problem solving items below. Show all of your work and check your answer. Write your answer in a complete sentence, restating the original question. • Complete the following life cycle concept map. Each answer will be one or two words long. • The following is a vignette that consists of four parts. Each part is worth four points and four additional points will be awarded for the mechanics of the essay including organization, grammar, syntax, and style. I am interested in how well you express yourself as well as your knowledge level. • Draw a character map of one of the main characters from our story. Tell at least 10 facts or observations about that character. • In a paragraph, describe how to make a peanut butter and jelly sandwich. Be sure to include all of the steps so that the maker of the sandwich will have the perfect meal when he is finished. Edit your work for spelling and grammar errors. Use the back of the test for more room if needed.

34. Extended Response Guidelines • Consider the utility of introducing a new concept other than the one in which the information was learned. • Be sure you are measuring the knowledge and skills taught during the unit rather than know/skill required to respond to the item. • Emphasize understanding rather than sheer memory • Rather than “List three…” • Write “What characteristics led to the downfall of our character? Include specific examples from the chapter.”

35. Preliminary Item Writing • Writing a rough draft of the appropriate number of each of the following Subjective items with directions: • 2 Restricted Response (Short Answer) • 1 Extended Response (Essay)