Extended written response assessment requires students to construct a written answer in response to a question or task rather than to select one from a list. An extended written response is one that is at least several sentences in length. Examples include the following:
• Compare pieces of literature, solutions to environmental problems, or economic events.
• Analyze artwork, forms of government, or solutions to problems.
• Interpret music, scientific information, or polling data.
• Solve a mathematics problem and show and explain all work.
• Describe in detail a scientific, mathematical, or economics process or principle, such as how supply and demand works.
We judge correctness of extended written responses by applying one of two types of predetermined scoring criteria. One type gives points for specific pieces of information that are present. For example, when students in a biology class are asked to describe the Krebs cycle, points might be awarded for noting that the cycle describes the sequence of reactions by which cells generate energy, takes place in the mitochondria, consumes oxygen, produces carbon dioxide and water as waste products, and converts ADP to energy-rich ATP. The second type of criteria can take the form of a rubric, such as a general rubric for making comparisons, which can be applied to any exercise calling for comparison.
Scores therefore also take one of two forms: number or percentage of points attained,
or rubric scores.
• Compare pieces of literature, solutions to environmental problems, or economic events.
• Analyze artwork, forms of government, or solutions to problems.
• Interpret music, scientific information, or polling data.
• Solve a mathematics problem and show and explain all work.
• Describe in detail a scientific, mathematical, or economics process or principle, such as how supply and demand works.
We judge correctness of extended written responses by applying one of two types of predetermined scoring criteria. One type gives points for specific pieces of information that are present. For example, when students in a biology class are asked to describe the Krebs cycle, points might be awarded for noting that the cycle describes the sequence of reactions by which cells generate energy, takes place in the mitochondria, consumes oxygen, produces carbon dioxide and water as waste products, and converts ADP to energy-rich ATP. The second type of criteria can take the form of a rubric, such as a general rubric for making comparisons, which can be applied to any exercise calling for comparison.
Scores therefore also take one of two forms: number or percentage of points attained,
or rubric scores.
Assessing Knowledge Learning TargetsExtended written response is useful for assessing blocks of knowledge rather than pieces of information detached from one another—causes of environmental disasters, the carbon cycle in the atmosphere, how one mathematical formula can be derived from another, or the concept of checks and balances in government. Extended written response assessments are not as efficient as selected response assessments because responding to each takes longer, but they can get at deeper levels of knowledge.
Assessing Reasoning Learning TargetsExtended written response is a good choice for assessing reasoning targets. Students can be encouraged to write to examine their own thinking. The trick here is to write good questions, ones that require students to analyze, compare, contrast, synthesize, draw inferences, and evaluate novel information. For example, if you want students to be able to determine the type of government present in a country (such as democracy, theocracy, dictatorship, or monarchy), you could teach the characteristics of each and practice identifying them. Then, on the assessment, you would give the characteristics of a particular government in a country they had not studied and ask students to identify its type and to explain their reasons.
Remember that to assess reasoning, the question has to be novel. If students worked on the answer to the question during instruction, then the answer is a piece of remembered knowledge, which does not require reasoning. For example, consider the following science standard: “Recognize and analyze alternative explanations and models” (National Research Council, 1996, p. 175). The intent of this standard is that students will be able to use scientific criteria to determine the most plausible explanation or model. To assess this aspect of scientific inquiry, students must be asked to evaluate an explanation or model different than the ones the teacher has used for demonstration and also different from the ones the students have practiced with. |
Please Review the Following File to Refresh on EWR
Barriers With Extended Written Response Assessments• Lack of reading or writing skills
• No scoring criteria • Inappropriate scoring criteria • Evaluator untrained in applying scoring criteria • Biased scoring due to stereotyping of respondent • Insufficient time or patience to read and score carefully • Students don’t know the criteria by which they’ll be judged |
Making Extended Written Response Assessments
Developing the AssessmentSound extended written response exercises do three things:
1) Setting the Context Set the context in the exercise by specifying the knowledge being assessed.
2) Specify the Reasoning Specify the kind(s) of reasoning or problem solving, if any, students are to carry out. For example:
3) Pointing the Way Point the direction to an appropriate response by reminding students of the criteria that will be applied in evaluating responses.
Offering Choices It is recommended that choices are not offered. The point of this assessment should be "do I know the specific that that is being looked for." It should never be "I will pick the one target I feel best about." Interpretive Exercises This is a specific Extended Written Response format where students are provided a table, chart, or map of background information about a given topic and asking them to write a response demonstrating that they can figure out relationships between or among things presented. |
Developing Extended Written Response Scoring ProceduresStudent written responses can be evaluated based on the following 3 qualities.
This can be accomplished by using either Exercise Specific Scoring or a Rubric. Exercise Specific Scoring Points are awarded when specific information appears in student's answers.
Rubrics A rubric that defines what content understanding looks like can be more time consuming to create, but can help ensure students demonstrate their understanding for any body of knowledge. For example, this three point generic rating scale helps give three levels of mastery for the required material. 3) The response is clear, focused and accurate. Relevant points are made with good support. Good connections are drawn and important insights are evident. Vocabulary is used correctly. 2) The response is clear and somewhat focused, but not compelling. Support of points made is limited. Connections are fuzzy, leading to few important insights. Sometimes vocabulary is used correctly, sometimes not. 1) The response misses the point, contains inaccurate information, or otherwise demonstrates lack of mastery of the material. Points are unclear, support is missing, and/or not insights are included. Vocabulary is often used incorrectly. |
Example Knowledge AssessmentJOB POSTING
Goodwill Industries of Denver looking for a full-time administrative assistant. Must be willing to work flexible hours and have reliable transportation. Qualifications include a minimum of 2 years of directly related experience. High school diploma or equivalent required, and business courses preferred. Must be proficient with Microsoft Office software (Word, Excel, PowerPoint and Outlook Express/e-mail), type a minimum of 60 words per minute, and maintain a high degree of accuracy in word processing. Knowledge of office equipment to include fax, copiers, photocopies, calculator, and typewriter equipment is required. Good communication, interpersonal, and customer service skills are required. Must be able to work under tight deadlines and have excellent follow through skills. Bilingual Spanish-English preferred. If interested, email a copy of your resume to [email protected] PROMPT: Read through the job posting above Respond to the following: 1. Identify 3 skills or requirements listed and describe where you could highlight those on your resume (eg. Bilingual Spanish-English would go in the skills section). (12 points total. 2 for each item and correct identification). 2. Also, assume that you were applying to this position. Pick 2 skills or requirements and identify experience that you have that would make you a good candidate for the position, try and use an example for each. (eg. 2 years of directly related experience. I have worked for the last 2 years as an office assistant for the Dean of my high school for 8th period and one hour after school every day). ( 3 points per skill or requirement identified and 3 points per example. 12 points total). Overall Assignment 24 points total. One concept you learned about the process of obtaining a job is the importance of writing a thank you card. In order to check your understanding of thank you cards, you will write about their importance. Discuss the reason(s) why a person would write a thank you card, whom they would write it to, and what should be included in a thank you card. (3 points per each point of discussion, 9 points total)
|
Example Reasoning assessmentPrompt: During our focus on resumes, you have learned about the purpose of a resume, the different components, what makes a quality resume, and you have created your own resume. With your new knowledge of and experience with resumes, you will be comparing and contrasting two different resumes for people applying for the same job. You will need to point out 3 similarities and 5 differences in the resumes. For each similarity and difference please explain if it is beneficial to have on a resume and why it is or is not. Lastly, you will need to write a paragraph stating who you would choose to hire and give 5 reasons why you would hire that person over the other applicant. You will be given a job description so you know what the job qualifications and duties are. Everything must be written in complete sentences. Scoring: 5 points per similarity/difference, 5 points per explanation, 4 points per reason for hiring, for a total of 100 points.
Prompt: With your new knowledge of the interview process and the skills necessary to be successful in an interview, you will watch 2 different interview scenarios with which you will assess the strengths and weaknesses of the interviewer in each clip. For each scenario identify 5 strengths and/or weakness. For each strength, explain how it would be beneficial in an interview. For each weakness, explain what the interviewer could do differently to improve his/her performance. Everything should be written in complete sentences. Scoring: 1 point per each identified strength/weakness, 2 points per explanation, for a total of 30 points.
|
Information obtained from:http://www-tc.pbs.org/teacherline/courses/inst325/docs/inst325_stiggins.pdf