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CONSTRUCTED RESPONSES:
ACCESSING GEORGIA
MILESTONES
Dr. Paula B. Baker
ELA, Literacy & SS Content Specialist
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CONSTRUCTED RESPONSE QUESTIONS
(CRQ)
Constructed response questions are assessment items that
ask students to apply knowledge, skills, and critical thinking
abilities to real-world, standards-driven performance tasks.
Constructed response questions are so named because there
is often more than one way to correctly answer the question,
and they require students to “construct” or develop their
own answers without the benefit of any suggestions or
choices.
(Tests That Teach by Karen Tankersley) 3
REALLY – WHAT ARE CONSTRUCTIVE
RESPONSE QUESTIONS (CRQ)?
●Constructed responses questions often have more than one “correct answer.” Students have to decide ~ construct ~ explain their own answer without the assistance of choices.
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HOW DO I TEACH MY STUDENTS TO
ANSWER CRQ’S?
There are 3 types of questions
Literal (one correct answer)
Interpretative (explain this occurrence)
Critical (determine your answer and defend it)
We are teaching students to THINK about their
THINKING.
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GEORGIA MILESTONES: UNIQUE FEATURES
Item Types
Selected-Response [i.e. multiple-choice]
all content areas
evidence-based selected response in ELA
Constructed-Response
ELA
Extended-Response
ELA
Constructed response is a general term for assessment items that require the student to generate a response as opposed to selecting a response. Extended-response items require more elaborate answers and explanations of reasoning. They allow for multiple correct answers and/or varying methods of arriving at the correct answer. Writing prompts and performance tasks are examples of extended-response items.
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SOME OF THE REASONS STUDENTS DO
POORLY ON CRQ’S…
Many students don’t answer the question.
Some responses are very shallow and need more details.
Some students get off topic.
Spelling and handwriting may impact a student’s score.
Students don’t understand what the question is asking.
Instead of writing about what the passage talked about , students write about what they know about the topic.
Students don’t think about their audience.
Students are not in the habit of lifting and using an answer. They are in the habit of selecting an answer.
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GEORGIA MILESTONES General Test Parameters: ELA
Criterion-Referenced Total Number of Items: 44 / Total Number of Points: 55
Breakdown by Item Type:
40 Selected Response (worth 1 point each; 10 of which are aligned)
2 Constructed Response (2 points each)
1 Constructed Response (worth 4 points)
1 Extended Response (worth 7 points)
Norm-Referenced
Total Number of Items: 20 (10 of which contribute to CR score)
Embedded Field Test
Total field test items: 6 Total number of items taken by
each student: 60
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GEORGIA MILESTONES Writing at Every Grade
–All students will encounter a constructed-response item allowing for narrative style, in response to text, within first or second section of the test.
–Within the writing section of the test, students will read a pair of passages and complete a series of “warm-up” items:
o3 selected-response items asking about the relevant features of each passage and comparing/contrasting between the two passages
o1 constructed-response item requiring linking the two passages
o1 writing prompt in which students must cite evidence to support their conclusions, claims, etc. Genres
Writing prompts will be informative/explanatory
or opinion/argumentative depending on the grade
level. Students could encounter either genre.
Warning: Students who simply rewrite excerpts
from the passage(s) to illustrate their point(s)
will not receive favorable scores. 9
Anchor Standard One: Refer
explicitly to the text
Lift information to include in
the response.
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Anchor Standard One: Refer explicitly to the text
Argument / Informational – Two sides to every story…
1. Explain how_________ changes….
2. Compare and contrast…
3. Describe the causes and effects of the event…
4. Explain how _______ is different/ similar from…
5. Describe the positives and negatives (good and bad) of…
6. Explain the similarities and differences in the texts ______.
7. Explain how the different authors (text) describe …
8. Explain the contrasting views of both pieces…
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Anchor Standard One: Refer explicitly to the text
Argument / Informational – Two sides to every story…
What’s Your Pleasure? Pick a side. Argue your
point!
1. Which is better – the IPhone or the Android?
2. Explain the author’s claim (The Wolf) and why it
is (or is not) convincing.
3. Explain the effects of the 16th Amendment on
the community.
4. Explain how snow and ice effects Georgians.
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Anchor Standard One: Refer explicitly to the text
Argument / Informational – Two sides to every story…
What’s Your Pleasure? Pick a side. Argue your
point!
1. Which is better – the IPhone or the Android?
2. Explain the author’s claim (The Wolf) and why it
is (or is not) convincing.
3. Explain the effects of the 16th Amendment on
the community.
4. Explain how snow and ice effects Georgians.
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RUBRIC Score Designation Description
4 Thoroughly Demonstrated
The student demonstrates a thorough understanding of the question and the text by completely explaining why the reader expects the healthy cookies to taste bad using details from the poem as support. The student’s response uses complete sentences and correct punctuation and grammar.
3 Clearly Demonstrated
The student demonstrates a clear understanding of the question and the text by providing an explanation of why the reader expects the healthy cookies to taste bad and uses some details from the poem as support. The student’s response uses mostly complete sentences and mostly correct punctuation and grammar.
2 Basically Demonstrated
The student demonstrates a basic understanding of the question and the text by providing a general explanation about why the speaker expects the healthy cookies to taste bad. However, the student offers little support from the poem. The student’s response uses some complete sentences and some correct punctuation and grammar.
1 Minimally Demonstrated
The student demonstrates a weak understanding of the question and provides a minimal explanation of why the speaker expects the healthy cookies to taste bad OR the student provides no details from the poem for support. The student’s response uses mostly incomplete sentences and mostly incorrect punctuation and grammar.
0 Incorrect or Irrelevant
The response is incorrect or irrelevant.
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STEP 1- A Text-Based Example of Restating
Prompt: (after reading “Little Red Riding Hood”) knew How did Little Red Riding Hood know the character in the bed was not her grandmother?
Little Red Riding Hood knew the character in the bed was not her grandmother because . . . Not She knew…. (avoid pronouns) Use specific nouns, proper nouns
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ADD WORDS: A Boost into the Right Answer
• Little Red Riding Hood was not afraid of the wolf because . . .
• The wolf ran to Grandmother’s house to . . .
• Father got rid of the wolf by . . .
• Little Red Riding Hood was afraid when . . .
• Little Red Riding Hood would not have been bothered by the
wolf if . . .
• Little Red Riding Hood did not leave Grandmother’s house
until . . . 18
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PRACTICE THE RESTATING
• Practice this first step by asking students questions and have them respond orally by restating the question: Example: What did you do last night?
• Students should always answer in complete
sentences. (written and verbally) • Give students an opportunity to create their own
questions and have partners answer them by restating.
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1. How did Little Red Riding Hood know that the
character in the bed was not her grandmother?
2. How did the wolf fool Little Red Riding Hood?
3. Why were the houses of Pig 1 and Pig 2 so weak?
4. Describe how the 3 little pigs escaped from the Big
Bad Wolf.
5. Explain how Voldemort tried to fool Harry Potter.
6. Why did Jack climb the beanstalk to the giant’s
castle?
7. How does Cinderella’s stepmother treat her?
8. If the first little pig learned is lesson, what materials
would he use this time to build a new house?
REWORD THE QUESTION/RESTATE
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CONSTRUCTED RESPONSE
Can you build without materials?
Teach students that the materials are pieces of the original source/the text.
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