Constructed Responses TRAINING - PowerPoint PPT Presentation

1 / 22
About This Presentation
Title:

Constructed Responses TRAINING

Description:

Lower level cognitive question in first bullet ... Synthesis: arrange, create, plan. Evaluation: judge, grade, weigh, evaluate, assess ... – PowerPoint PPT presentation

Number of Views:69
Avg rating:3.0/5.0
Slides: 23
Provided by: lka9
Category:

less

Transcript and Presenter's Notes

Title: Constructed Responses TRAINING


1
Constructed ResponsesTRAINING
  • Writing BCRs
  • Government H.S.A.

2
Characteristics of Constructed Response Items
3
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.?

4
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?

5
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

6
Reviewing, Editing and Revising BCRs and ECRs
7
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
8
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
9
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.

10
(No Transcript)
11
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.

12
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.

13
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.

14
  • 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.

15
  • 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.

16
What do the score points on the Social Studies
Rubric look like?
17
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.

18
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

19
  • 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)

20
  • 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.

21
  • Score Level 3
  • Response shows understanding.
  • Applies information to a new situation
    developing the HOTS.
  • There are no interfering misconceptions.

22
  • 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.
Write a Comment
User Comments (0)
About PowerShow.com