lec 7

Question 1

The tasks that constructed-
response (CR) items require of the student can be….

Answer 1

can be as varied as
the skills measured

Question 2

What are the two Restricted CR items?

Answer 2

1. Completion (fill-in the blank) items
2. Short answer items

Question 3

Restricted CR items are typically used to measure

Answer 3

simple learning outcomes

Question 4

Extended CR items response length

Answer 4

several paragraphs or more

Question 5

what do extended CR items measure?

Answer 5

they measure student’s ability to analyse evaluate and/or create.

Question 6

extended CR are typically used to measure:

Answer 6

complex learning outcomes

Question 7

Completion items are based on a

Answer 7

single word, phrase, or
number, which may require
o basic calculations
o remembering a definition
o labeling a diagram, etc.

Question 8

Completion items typically measure what levels of
Bloom’s Taxonomy?

Answer 8

First three levels
(remembering, understanding, and
applying).

Question 9

strengths of Restricted Constructed Responses

Answer 9

*Guessing is less likely,
compared to selected-
response items.
* A range of outcomes can
be measured.
* Directions impose
boundaries and
constraints so that the
response is limited in scope

Question 10

Limitations of restricted constructed responses:

Answer 10

• It is difficult to phrase
  statements so that only one
  answer is correct.
• Scoring could be time-
  consuming and
  contaminated by spelling
  ability.
• This item type is not
  adaptable to measuring the
  higher levels of Bloom’s
  Taxonomy.

Question 11

How to develop extended CR items:

Answer 11

• Describe the task clearly. Directions should give some
  freedom to determine the form and scope of response.
• Provide the approximate time allotted.
• Assess an item’s quality before giving it to students by
  composing, mentally or in writing, a possible response.
• Identify the criteria which will be used to assess the answer.
• It is necessary to impose some restrictions for these items,
  such as time, number of pages, and allowable content.

Question 12

Restricted CR items: example

Answer 12

complete the following
dialogue between a hotel
receptionist and a guest.
The receptionist’s questions
are provided. You must
provide the guest’s
responses in Spanish.

Question 13

extended CR item: example

Answer 13

Using your Spanish
language skills, create a
dialogue between a hotel
receptionist and a guest
who arrives seeking a room
for one week.

Question 14

Restricted response Vs extended response example how to “Bump up”

Answer 14

Restricted Response:
With your dance
partner, perform the
ballroom dance steps
as learned in class.

Extended response:
Working in groups,
select a musical
composition and
create a line-dance
that reflects the spirit
of the music chosen.

Question 15

when should guided words be provided? and what do they do?

Answer 15

Guiding words provided immediately after the assigned task can
help remind writers of things to be cognizant of as they create
their response.

Question 16

level/order of planning for guiding words:

Answer 16

*Plan your composition

*Focus on the assigned ask

*Establish a clear position or thesis that will unify your composition

*Organize your composition in a manner that will best allow you
to defend your position

*Defend your position by using supportive and specific evidence

*Edit and proofread your composition`

Question 17

analytical rubric for CR items:

Answer 17

Analytical Rubric
* Assigns points to each factor
* Identifies students’ strengths
and weaknesses
* Ignores overall quality of
response
* Usually best suited for an
extended-constructed
response

Question 18

Holistic rubric for Extended CR items:

Answer 18

Holistic Rubric
* Focuses on the response as a
whole
* Reflects overall performance
* Usually best suited for a
restricted-constructed
response

Question 19

Constructed-response items tend to have (in relation to reliability)

Answer 19

lower reliability than selected-response items because the
scoring is more subjective.

Question 20

4 types of scoring erros:

Answer 20

1.Halo effect
2. Item to item carry over effects
3. test to test effects
4.slide effect

Question 21

Halo effect:

Answer 21

Extraneous factors (i.e., student behavior,
penmanship, etc.) may influence the scoring.

Question 22

Item-to-item carry-over effects:

Answer 22

A response to one item tends to influence the assessment of a student’s subsequent responses.

Question 23

Test-to-test effects:

Answer 23

Tests may be judged against a previously-
scored test, rather than against established standard.

Question 24

“Slide” effect:

Answer 24

Essay scores tend to decrease as the number of
essays scored increases because markers may get less tolerant if
they are seeing the same mistakes frequently repeated.

Question 25

Extra advice when marking constructed response:

Answer 25

More advice when Scoring Constructed Responses  If students respond to several item, score all responses to one item before scoring the next (to avoid item-to-item carry-over effect).  If possible, do not look at the identity of the students (remember the halo and test-to-test effects).  Use multiple raters where possible (e.g., ask a colleague for a blind review of the same task, at least for a few students).  For extended responses it is a good idea to do an initial scoring and sorting of responses into “high” “mid” and ”low” groupings then assign scores with a second look at papers in each initial grouping.  do not always start scoring with the same students, for example of you marked the first task starting with student “A” and finished at student “Z”, reverse the order for the next scoring sequence.  If a rubric needs improvements note the changes for future use. Changing a rubric “midstream” is problematic given that students will have used the rubric as a guide in the creating their response..

Question 26

Inductive approach:

Answer 26

-Begin with a Question -Gather Evidence -Develop a Theory A “Bottom-up” Approach ”Exploratory”

Question 27

Deductive approach

Answer 27

-Begin with a Hypothesis -Provide Evidence -Confirm a Theory A “Top Down” Approach ”Presumptive”

Question 28

Types of learning outcomes measured in Selected Items

Answer 28

-(Mostly) Remembering, understanding, and applying levels. -X Inadequate for organizing and expressing complex ideas

Question 29

Types of Learning Outcomes Measured for COnstructed items:

Answer 29

-Best for ability to organize, integrate, and express ideas. -X Inefficient and time- consuming for measuring the remembering leve

Question 30

Amount of Content Sampled Selected items:

Answer 30

Large number of items results in a broad coverage and makes representative sampling of content feasible

Question 31

Amount of content sampled: Constructed items

Answer 31

Small number of items limits coverage and makes representative sampling of content unfeasible

Question 32

Ease of item preparation: Selected response

Answer 32

difficult and time consuming

Question 33

ease of item preparation: Constructed items

Answer 33

Difficult but easier than selected-response items

Question 34

Ease of scoring: Selected items

Answer 34

Objective, simple, and highly reliable

Question 35

Ease of scoring constructed items:

Answer 35

More subjective, difficult, and less reliable

Question 36

Potential sources of error: Selected items

Answer 36

Reading ability and guessing

Question 37

Potential sources of error constructed items:

Answer 37

Writing ability and bluffing

Question 38

Influence on student learning: Selected items

Answer 38

Encourages students to remember, interpret, and use the ideas learned in class

Question 39

Influence on student learning: constructed items

Answer 39

Encourages students to organize, integrate, and express their own ideas using what is learned in class