Transcript Writing Constructed Response Assessment Items:

Writing Constructed Response
Assessment Items:
One Element of a Comprehensive
Assessment System
What are Constructed Response Items?
• Open-ended Questions
• Require several sentences or brief paragraph
• Require higher level thinking (than simple
recall) and the application of students’
knowledge
 Making Comparisons
 Identifying Patterns
 Evaluating Points of View
 Making Generalizations
 Synthesizing Information
• Allow for the examination of Student Thinking
• Scored using a Rubric that provides varying
degrees of Credit
Wisconsin Dept. of Public Instruction, May 2007
Why Use Constructed Response Items?
“The notion that learning comes about by
accretion of little bits is outmoded learning
theory. Current models of learning … contend
that learners gain understanding when they
construct their own knowledge and develop
… interconnections among facts and concepts
…”
(Shepard, 1989. quoted in Michigan Curriculum Framework)
Constructed Response as part of a
Coordinated Assessment System:
“An assessment system is an ongoing
coordinated process of collecting information
for the purpose of continuously improving
student learning.”
Michigan Curriculum Framework
Elements of a Coordinated
Assessment System:
Fixed Response:
Simple items that assess factual information / discrete skills. Typically
there is a single best answer.
Constructed Response:
Short answers, explanations, essays or diagrams that involve analysis
or evaluation. Require judgment-based scoring (i.e. rubrics).
Oral Questioning in Class: Could be fixed or constructed response.
Teacher Observation: Typically involve a simple checklist.
Performance: Speeches, experiments, debates, etc. Require
judgment-based scoring.
Project: Designing and/or building useful things. May be done
individually or collectively.
Portfolio: A collection of student work over time – written work, artistic
creations, project reports, etc.
Standardized Monitoring: e.g. MEAP/MME, ACT, SAT, NWEA, etc.
Adapted from Michigan Department of Education, Science Education Guidebook; and Wiggins, G. &
McTighe, J (1998). Understanding by Design. Association for Supervision and Curriculum
Development (ASCD).
WHEN to use Constructed Response:
Consider the VERB of the Content Expectation:
• B2.5i Relate cell parts/organelles to their function.
• P2.1A Calculate the average speed of an object
using the change of position and elapsed time.
• C5.5A Predict if the bonding between two atoms
of different elements will be primarily ionic or
covalent.
• E5.3e Determine the approximate age of a
sample, when given the half-life of a radioactive
substance along with the ratio of daughter to
parent substances present in the sample.
Can be assessed with FIXED RESPONSE Items
WHEN to use Constructed Response:
Consider the VERB of the Content Expectation:
• B1.1A Generate new questions that can be
investigated in the laboratory or field.
• P1.1g Use empirical evidence to explain and
critique the reasoning used to draw a scientific
conclusion or explanation.
• C5.8B Draw isomers for simple hydrocarbons.
• E5.4C Analyze the empirical relationship between
the emissions of carbon dioxide, atmospheric
carbon dioxide levels and the average global
temperature over the past 150 years.
Best assessed with CONSTRUCTED RESPONSE Items
WHEN to use Constructed Response:
Consider the VERB of the Content Expectation:
• B1.1C Conduct scientific investigations using
appropriate tools and techniques.
• P1.2C Develop an understanding of a scientific
concept by accessing information from multiple
sources. Evaluate the scientific accuracy and
significance of the information.
Best assessed with a PERFORMANCE exercise
• E1.2D Evaluate scientific explanations in a peer
review process or discussion format.
Best assessed through TEACHER OBSERVATION
HOW to use Constructed Response Items:
Standards for Assessment Tasks:
1. Organization of Information —The task asks students to organize,
synthesize, interpret, explain, or evaluate complex information in addressing a
concept, problem or issue.
2. Consideration of Alternatives —The task asks students to consider
alternative solutions, strategies, perspectives, or points of view in addressing
a concept, problem or issue.
3. Disciplinary Content —The task asks students to show understanding and/or
use ideas, theories, or perspectives considered central to an academic or
professional discipline.
4. Disciplinary Process —The task asks students to use methods of inquiry,
research, or communication characteristic of an academic or professional
discipline.
5. Elaborated Written Communication —The task asks students to elaborate on
their understanding, explanations, or conclusions through extended writing.
6. Problem Connected to the World Beyond the Classroom —The task asks
students to address a concept, problem or issue that is similar to the one that
they have encountered or are likely to encounter in life beyond the classroom.
7. Audience Beyond the School —The task asks students to communicate their
knowledge, present a product or performance, or take some action for an
audience beyond the teacher, classroom, and school building.
Michigan Curriculum Framework
HOW to Develop Constructed Response Items:
The Specifics
• Set the Context
 Specify the knowledge to be brought to bear
• Specify the Reasoning
 Use specific verbs e.g. analyze, cite, describe…
• Point the Way
 Inform students of the criteria that will be applied to
evaluate their responses
• Develop the Scoring Rubric
 Clear articulation of the appropriate evaluation criteria
by which to judge the quality of student responses.
Adapted from Classroom Assessment for Student Learning, Richard
Stiggins, et. al. 2006
Examples: 5th Grade Science
E.ST.05.22 Explain moon phases as they relate to
the position of the moon in its orbit around the
Earth, resulting in the amount of observable
reflected light.
Sample Item:
“Sometimes the Moon looks like a full circle,
sometimes it looks like a half circle, and
sometimes it looks like a crescent (Set the
Context). Explain why (Specify the Reasoning)
the Moon appears to be different shapes at
different times. You may use labeled
drawings in your explanation (Point the Way).”
Released NAEP Item (http://nces.ed.gov)
Scoring Rubrics: Two Types
Generic Rubrics
“…define what content understanding looks like, in
general, for any body of knowledge.”
“3” The response is clear, focused, and accurate.
“2” The response is clear and somewhat focused,
but not compelling.
“1” The response misses the point, contains
inaccurate information, or otherwise
demonstrates lack of mastery of the material.
Classroom Assessment for Student Learning
Richard Stiggins, et. al. 2006
Generic Rubrics: Another Example:
Sophisticated: an unusually thorough, elegant, and inventive account;
fully supported, verified, and justified; deep and broad: goes well
beyond the information given.
In-Depth: an atypical and revealing account, going beyond what is
obvious or what was explicitly taught; makes subtle connections; well
supported by argument and evidence; novel thinking displayed.
Developed: reflects some in-depth and personalized ideas; going
beyond the given – there is supported theory here, but insufficient or
inadequate evidence and argument.
Intuitive: an incomplete account but with apt and insightful ideas;
extends and deepens some of what was learned; some “reading
between the lines”; account has limited support/argument/data or
sweeping generalizations. There is a theory, but one with limited
testing and evidence.
Naïve: a superficial account; more descriptive than analytical or creative;
a fragmentary or sketchy account of facts/ideas or glib
generalizations; a black-and-white account; less a theory than an
unexamined hunch or borrowed idea.
Understanding by Design
Grant Wiggins & Jay McTight, 1998
Scoring Rubrics: Exercise-Specific
“Points are awarded when specific information
appears in students’ responses.”
Classroom Assessment for Student Learning
Richard Stiggins, et. al. 2006
Examples: 5th Grade Science
Sometimes the Moon looks like a full circle,
sometimes it looks like a half circle, and
sometimes it looks like a crescent. Explain why the
Moon appears to be different shapes at different
times. You may use labeled drawings in your
explanation.
__________________________________________
__________________________________________
__________________________________________
ALL examples taken from NAEP Released Items
http://nces.ed.gov/nationsreportcard
Exercise-specific Scoring Rubric
Complete (3) Student explanation includes all the points given
below. Student can provide a drawing correctly illustrating
the phases of the moon.
 The Moon is visible because it reflects (or is illuminated
by) sunlight.
 The Moon revolves around the Earth.
 The portion of the illuminated half of the Moon that is
visible from Earth changes, thus making the Moon
appear to change shape.
Partial (1-2) Student explains 1 or 2 aspects of the causes of
the phases of the Moon without major misconceptions.
Unsatisfactory/Incorrect (0) Student does not correctly
explain any aspect of the phases of the Moon, or explains
aspects but includes major misconceptions.
Sample Student Response: Complete (3/3)
Sample Student Response: Partial (1/3)
Student Response: Unsatisfactory (0/3)
Examples: 7th Grade Science
S.IP.07.15 Construct charts and graphs from data and
observations.
A student took a sample of water from a pond and
examined it under a microscope. She identified
several species of protozoans, including two
species of Paramecium that are known to eat the
same food. The student decided to examine the
water sample every day for a week. She added food
for the Paramecia each day and counted the
number of each species. Her findings are
summarized in the table below.
Examples: 7th Grade Science
NUMBER OF PARAMECIA IN POND WATER SAMPLE
Day
Species S
Species T
1
50
50
2
60
80
3
100
90
4
150
60
5
160
50
6
160
30
7
160
20
Using the axes below, construct a graph showing the number of
each species of Paramecium the student found each day. Be
sure to label the axes.
Exercise-specific Scoring Rubric
Complete (3): Student scales, plots, and labels the
graph correctly.
Essential (2): Student scales and plots S and T
correctly; one or both axis labels or plot labels
are missing (or incorrect).
Partial (1): Student scales and plots either S or T
correctly or scales and plots S and T combined
(for example, adds data for each into one data
point). No labels on graph.
Unsatisfactory/Incorrect (0): Student fails to plot
data for either S or T correctly or produces an
illogical graph.
Sample Student Response: Complete
(3/3)
Sample Student Response: Complete
(3/3)
Sample Student Response: Essential
(2/3)
“Provides correct scales and plots for both sets of data, but
lacks a label for the y-axis.”
Sample Student Response: Essential
(2/3)
“Provides correct scales and plots for both sets of
data, but lacks labels for both axes.”
Sample Student Response: Partial
(1/3)
“Using different types of graphs, both responses scale and
plot only the data for species S. They also both lack
labels for the axes.”
Sample Student Response: Partial
(1/3)
“Using different types of graphs, both responses scale and
plot only the data for species S. They also both lack
labels for the axes.”
Sample Student Response: Unsatisfactory
(0/3)
“Illogical graph of the data.”
Sample Student Response: Unsatisfactory
(0/3)
“Illogical graph of the data.”
Examples: High School Science
B1.2g Identify scientific tradeoffs in design decisions
and choose among alternative solutions.
AND
B4.2h Recognize that genetic engineering techniques
provide great potential and responsibilities.
“Some people believe that recombinant DNA
technology has serious disadvantages. Describe
one disadvantage that might result from the use
of recombinant DNA technology. Then describe
a plan or a policy for dealing with the
disadvantage that could be followed by research
scientists, doctors, public officials, or other
people who are involved with recombinant DNA
technology and its uses.”
Exercise-specific Scoring Rubric
Complete (3): Student response describes a reasonable disadvantage of
recombinant DNA technology and provides a clear description of a plan
for dealing with the disadvantage. Credited disadvantages (1 pt) include:
 Regulation of new strains
 Production of dangerous organisms
 Genetic Similarity - loss of diversity
 Regulation of applications/patents
Credited acceptable plans (2 pts) include:
 Informed consent
 Regulation
 Thorough testing
 Oversight committee
Essential (2): Student response describes a reasonable disadvantage and
attempts a brief description of a plan for dealing with this disadvantage
(e.g., test or observe, research further). OR Student response provides
only a description of a plan.
Partial (1): Student response describes a reasonable disadvantage of
genetic technology but does not develop a plan for dealing with the
disadvantage.
Unsatisfactory/Incorrect (0): Student response states that there are no
disadvantages, or states a disadvantage that is inaccurate or
unreasonable.
Sample Student Response: Complete (3/3)
“Student response states that making new kinds of viruses
and mutations are a disadvantage, and outlines a plan that
involves experimentation with human cells outside the
body.”
Sample Student Response: Essential (2/3)
“Student response discusses the production of
dangerous viruses, and attempts a brief
description of a plan.”
Sample Student Response: Essential (2/3)
“Student response describes a disadvantage in
general terms only, but does outline a plan that
involves the setting of limitations.”
Sample Student Response: Partial (1/3)
“Student response explains that the intermixing of
genes could result in the production of
nontreatable diseases. No plan is given.”
Sample Student Response: Partial (1/3)
“Student response explains that the virus may
have side effects, such as changing or altering
a regular body function. No plan is given.”
Sample Student Response: Unsatisfactory
(0/3)
“Student response does not state a clear
disadvantage or outline a coherent plan.”
Sample Student Response: Unsatisfactory
(0/3)
“Student response does not give a clear
disadvantage, and states merely that these
people should stop messing around with
recombinant DNA technology.”
Activity #1: Write a Scoring Rubric
Question 1 – 4th Grade Earth Science
Question 2 – 5th Grade Life Science
Question 3 – 7th Grade Physical Science
Question 4 – 7th Grade Physical Science
Question 5 – High School Biology
Question 6 – High School Earth Science
Activity #1: Write a Scoring Rubric
E.ST.04.22 Explain that the spin of the Earth creates
day and night.
“Everyone knows about day and night.
Write what you think makes day and
night. Draw a picture to show what you
think.”
NAEP Released Items http://nces.ed.gov/nationsreportcard
Activity #1: Write a Scoring Rubric
“Everyone knows about day and night. Write what you think makes day and night.
Draw a picture to show what you think.”
2 pts. The response indicates that the Earth turns so that the
same face is not always facing the Sun. Example: “The
Earth turns every 24 hours, and for 12 hours we are facing
the Sun.”
1 pt. The response indicates that the Moon and Sun are on
different sides of the Earth and the Earth rotates facing one
and then the other. There is no implication that the Sun
moves. Example: “In the day we face the Sun and in the
night we turn to face the Moon.”
0 pt. The response indicates that the Sun moves (possibly
across the sky) to cause night and day. Example: “The Sun
moves and makes way for the Moon.” – PLUS –
1 pt. Diagram correctly illustrates Sun and Earth, with the side
facing the Sun illuminated (day) and the side away from the
Sun darkened (night).
Adapted from Classroom Assessment for Student Learning, Stiggins, et. al. 2006
Activity #1: Write a Scoring Rubric
L.OL.05.42 Explain how animal systems (digestive,
circulatory, respiratory, skeletal, muscular, nervous,
excretory, and reproductive) work together to perform
selected activities.
Sample Item: “When you exercise strenuously,
your body produces excess heat. Describe at
least two things your body does to help prevent
your temperature from rising excessively, and
explain why the body's response is effective.”
Activity #1: Write a Scoring Rubric
Complete (3) Student indicates that the body
keeps its temperature from rising through
sweating or by blood vessels dilating AND
states how these are effective – cooling by
evaporation or transferring heat in blood to the
air surrounding the skin.
Partial (1-2) Student indicates one or two
methods the body keeps its temperature from
rising but does not explain fully how the
mechanisms work.
Unsatisfactory/Incorrect (0) Student provides
little or no evidence of knowledge of any
mechanism for losing heat during exercise.
Activity #1: Write a Scoring Rubric
S.IP.07.12 Design and conduct scientific investigations.
S.IP.07.13 Use tools and equipment (spring scales, stop
watches, meter sticks and tapes, models, hand lens,
thermometer, models, sieves, microscopes, hot plates,
pH meters) appropriate to scientific investigations.
Sample Item: “Explain how (Specify the
Reasoning) you can find out the volume of a
solid object, such as a small rock (Set the
Context), using only water and either a
measuring cup or a graduated cylinder (Point
the Way).”
Activity #1: Write a Scoring Rubric
Complete (3) Student correctly describes how to determine the
volume of a solid object using water and a measuring cup or
graduated cylinder. Comparison or change in volume of water
should be explicit.
Method A:
Pour some water into the graduated cylinder
Record the water level (1 pt.)
Then put the rock in the graduated cylinder
Record the water level again (1 pt.)
The difference between the first and second volume
measurements is the volume of the rock (1 pt.)
Method B:
Spillage Responses = Fill cup with water (to the top) (1 pt.), add rock,
catch the water that overflows in separate container, and measure
the overflow (1 pt.). Overflow = volume of the rock (1 pt.).
Partial (1-2) Student gives the initial steps involved in measuring the
volume of a solid object, but does not compare or discuss the
change in water level, volume of overflow, or volume of the rock.
Unsatisfactory/Incorrect (0) Student demonstrates no understanding
of how to use water and a graduated cylinder to measure volume.
Activity #1: Write a Scoring Rubric
S.IA.07.11 Analyze information from data tables and graphs to
answer scientific questions.
“One characteristic that can be used to identify pure
metals is density. If you determine the density of a pure
metal, you can determine what the metal is, as shown
in the table below.
Suppose that you determine that a metal ring has a
density of 15.3 grams/cm3. Assume that the ring is a
mixture of some combination of the metals listed in the
table. What can you determine about its composition
from its calculated density? Explain your answer.”
Activity #1: Write a Scoring Rubric
Complete (3) Student response states that the ring is not pure
gold but must contain some gold (1 pt.). Response may
reason that the density of the ring (15.3 g/cm3) is less than
the density of gold (19.3 g/cm3), but more than the density of
any of the other metals (1 pt.). Response must also state that
the identity of the other metals in the ring cannot be
determined from the given information (1 pt.).
Partial (1-2) Student response identifies gold as being one of
the metals in the mixture and may choose others based on
such factors as averaging densities. Response does not
state that the identity of the other metals in the ring cannot
be determined from the given information.
Unsatisfactory/Incorrect (0) Student response does not
identify gold as one of the metals in the mixture, or states
that the ring is made of pure gold.
Activity #1: Write a Scoring Rubric
B4.3g Explain that cellular differentiation results from gene
expression and/or environmental influence (e.g.,
metamorphosis, nutrition).
Sample Item: “Biologists know that nearly all cells
in a person's body contain the same genes. For
example, kidney cells contain the same genes
as the cells that normally make hemoglobin.
Given these facts, explain why kidney cells do
not make hemoglobin even though they contain
the hemoglobin gene.”
Activity #1: Write a Scoring Rubric
Complete (3) Student response states that even
though all cells in a person's body contain the
same genetic information (1 pt.), different cells
"use" different parts of this information at
different times (1 pt.), i.e., the gene for
hemoglobin may be "turned on" in hemoglobinmanufacturing (e.g. bone marrow) cells, but
"turned off" (1 pt.) in kidney cells.
Unsatisfactory/Incorrect Student response
demonstrates little or no understanding of what
causes different cells to perform different
functions.
Activity #1: Write a Scoring Rubric
E1.2g Identify scientific tradeoffs in design decisions and choose
among alternative solutions.
E2.4A Describe renewable and nonrenewable sources of energy
for human consumption (electricity, fuels), compare their effects
on the environment, and include overall costs and benefits.
“For each of the sources of electrical energy listed
below, describe an advantage and a disadvantage
of relying on that energy source for a large part of
our country’s electrical energy.”
a. Solar
b. Nuclear
c. Hydroelectric d. Fossil Fuels
NAEP Released Items http://nces.ed.gov/nationsreportcard
Activity #1: Write a Scoring Rubric
“For each of the sources of electrical energy listed below,
describe an advantage and a disadvantage of relying on
that energy source for a large part of our country’s
electrical energy.”
Source
Advantage
Disadvantage
Solar
Less air pollution
Expensive, Clouds interfere
Nuclear
Less air pollution, large amount of
energy per mass of fuel
Radioactive wastes, Possibility of
accident or meltdown, Public
acceptance
Hydroelectric
Little pollution
Limited access to rivers, Reservoirs
flood land
Fossil fuels
Abundant relatively cheap fuel
Nonrenewable fuel source, Air
pollution, Greenhouse gases
Complete (3)
Includes 7-8 of the essential parts
Partial (2)
Includes 5-6 of the essential parts
Unsatisfactory (1) Includes 3-4 of the essential parts
Incorrect (0)
Includes less than 3 of the essential parts
Developing Constructed Response
Assessments:
1. Plan the Assessment
2. Develop the Assessment
(including the Scoring Rubric!)
3. Critique the Assessment
4. Administer the Assessment
(Student Performance Data)
5. Revise the Assessment
Classroom Assessment for Student Learning
Richard Stiggins, et. al. 2006
Step 1: Plan the Assessment.
How Many Items? Aligned to which Content Expectations?
Grade
Science Unit 1
Science Unit 2
Science Unit 3
Science Unit 4
5th
Forces & Motion
Animal Body
Systems
Adaptations &
Traits of
Organisms
Moon & Planets
Matter & Energy
Ecosystems
Soils, Rocks &
Fossils
Plate Tectonics
& Earth’s
Magnetic
Field
Energy & Waves
Elements &
Compounds
Cells, Plants &
Photosynthe
sis
6th
7th
e.g. 2 CR Items per Unit = 8 Total
Atmosphere,
Weather &
Climate,
Water Cycle
Step 1: Plan the Assessment.
High School PHYSICS Units
How Many Items?
Aligned to which Content
Expectations?
e.g. 2 CR Items per Unit =
24 Total Constructed
Response Items per
Physics Course
1
Motion
2
Two-Dimensional Motion and Forces
3
Dynamics
4
Momentum
5
Periodic Motion
6
Mechanical Energy
7
Mechanical Waves
8
Electromagnetic Waves
9
Electric Forces
10
Electric Current
11
Energy Transformations
12
Energy and Society
Steps 2 & 3:
Developing & Critiquing the Assessment.
Eight Guidelines for Writing ConstructedResponse Items:
1. Assess understanding beyond rote recall.
 There should be more than one way to answer a
question.
 There should be opportunities for students to
earn partial credit.
Harcourt Assessment, Inc. and
Michigan Department of Education, 2005
Steps 2 & 3:
Developing & Critiquing the Assessment.
2. Keep the item within a reasonable scope.
 Avoid questions that are so broad that a
knowledgeable person could write multiple
pages on the subject.
EXAMPLE:
Poor: Explain kinetic energy and gravitational
potential energy.
Better: A pencil rolls across a tabletop and then
falls to the floor. Describe the changes in the
kinetic energy and gravitational potential energy
of the pencil as it rolls, falls, and lands on the
floor.
Steps 2 & 3:
Developing & Critiquing the Assessment.
3. Define the task specifically.
 Don’t expect students to “read between the
lines.”
EXAMPLE:
Poor: Describe the differences between various
types of rocks.
Better: Describe three differences between
igneous and sedimentary rocks.
Steps 2 & 3:
Developing & Critiquing the Assessment.
4. Break a complex task into parts.
 Makes an item more accessible to students.
 Put tasks in a logical sequence (first part is often at
lower cognitive level than later parts).
 Avoid redundancy.
EXAMPLE:
Poor: Juan and Valerie are designing an experiment to test
whether a pesticide affects tomato plant growth. Identify four
possible variables in this experiment. Choose one of these
and explain how it can be controlled and how the results
might change if it were not controlled.
Better: Juan and Valerie are designing an experiment to test
whether a pesticide affects tomato plant growth.
A. Identify four possible variables in this experiment.
B. Choose one of these and explain how it can be
controlled.
C. Explain how the results of their experiment might change
if this factor were not controlled.
Steps 2 & 3:
Developing & Critiquing the Assessment.
5. Use verbs that discourage one-word responses.
 Avoid questions that can be answered simply
“yes” or “no.”
EXAMPLES:
“Explain” or “Illustrate” vs. “Name” or “List”
Steps 2 & 3:
Developing & Critiquing the Assessment.
6. Use caution when asking subjective questions.
 Items should not intrude on student privacy.
 Do not ask students how they feel.
 Do not ask students to relate things to personal
experience.
 Any explanation or justification for a student’s
response should be based on the stimulus
material.
Steps 2 & 3:
Developing & Critiquing the Assessment.
7. Write the scoring rubric at the same time as the
item.
 Include examples of “correct” or “partial”
responses.
8. Critique and confirm that the item elicits the
intended response.
 Aligned to a specific Content Expectation.
 A common error is to ask one question, but base
the scoring rubric on an answer that really
corresponds to another related question that
goes into more depth than what is asked.
Harcourt Assessment, Inc. and
Michigan Department of Education, 2005
Step 4: Administer the Assessment
(Examine Student Data).
Sometimes the Moon looks like a full circle, sometimes it
looks like a half circle, and sometimes it looks like a
crescent. Explain why the Moon appears to be different
shapes at different times. You may use labeled drawings
in your explanation.
8th Grade NAEP Test, 2005 National Results
Complete
3%
Partial
18%
Unsatisfactory / Incorrect
76%
Omitted / Off Task
3%
Step 4: Administer the Assessment
(Examine Student Data).
NUMBER OF PARAMECIA IN POND WATER SAMPLE
Day
Species S
Species T
1
50
50
2
60
80
3
100
90
4
150
60
5
160
50
6
160
30
7
160
20
Using the axes below, construct a graph showing the number of each species of
Paramecium the student found each day. Be sure to label the axes.
12th Grade NAEP Test, 2005 National Results
Complete
56%
Essential
23%
Partial
Unsatisfactory / Incorrect
Omitted / Off Task
5%
13%
4%
Step 4: Administer the Assessment
(Examine Student Data).
“When you exercise strenuously, your body produces excess
heat. Describe what your body does to help prevent your
temperature from rising excessively, and explain why the
body's response is effective.”
2005 National Results
8th Grade
12th Grade
NAEP Test
NAEP Test
Complete
Partial
2%
9%
66%
72%
23%
12%
9%
7%
Unsatisfactory /
Incorrect
Omitted / Off Task
Step 5: Revise the Assessment.
• Flaws in the assessment will become very clear.
• Can also see if and where instruction has “fallen
short” and allow you to make improvements for
your current and future sets of students.
Contact Information
Tom Wessels, Director
Grand Traverse Regional Math and Science Center
Traverse Bay Area Intermediate School District
1101 Red Drive PO Box 6020
Traverse City, MI 49682
231.922.7875
[email protected]