donna vincent, muhlenberg county schools open response questions assessing core content at higher...

Donna Vincent, Muhlenberg County Schools

Open Response Questions

Assessing Core Content at Higher Levels of Thinking


Rationale Promotes higher levels of thinking Helps students to internalize core

content Allows entry to all students Gives a better picture of student

understanding


5 Types of Open Response Questions Scaffolded Single Dimension Two or More Relatively Independent

Components Student Choice: Topics/Options Response to Provided Information


Making Memories Last One-bun Two-shoe Three-tree Four-door Five-hive Six-sticks Seven-heaven Eight-gate Nine-line Ten-hen


Scaffolded Two or more parts labeled A, B, C… Each correct answer depends upon

other parts Questions get progressively harder


Example of Scaffolded ORQThe students in Mrs. Spalding’s class are planning a fall party. There are 29 students in the class. They have decided to have lemonade, orange soda, and colas to drink. They will give the first person lemonade, the second orange soda, and the next two students will receive a cola each. This pattern continues.

A. Create a table to show the party drink pattern.B. What will the 29th student receive to drink?C. How many of each type of drink will they need (number of lemonade, orange soda, and colas?)D. How did your table help you answer the question?


Single Dimension Component No A, B, C parts Straightforward question Requires examples, explanation,

description, or evidence as support


Example of Single Dimension Component ORQ

Look at the food chain for a typical Kentucky forest. (diagram provided) Predict what would happen to the rest of the food chain if one of the links of the chain were wiped out. Support your answer.


Two or More Independent Components Parts are labeled A, B, C… Each answer stands alone Getting one part correct does not

depend upon having other parts correctly answered


Example of Two or More Independent Components

The map below shows several regions where major cities developed. Use the map to answer questions.

A. Explain why these cities developed in these areas.

B. Identify two of the four cities by number and then discuss a major industry in each


Student Choice: Topics/Options Provided Lists of selections to choose from More opportunities to demonstrate

individual learning


Example of Student Choice

There are many important issues facing the people of the U.S. today. Select 2 of the issues or problems from the list and explain several ways that each issue could be addressed.

Include in your explanation the pros/cons. budget deficit urban development pollution of the environment illegal immigration


Response to Provided Info Data, text and/or graphics are given Students must manipulate raw

materials and respond to specific questions


Example of Response to Provided Information ORQ

After reading the excerpt from Robinson Crusoe, what conclusions can you draw about the type of person Crusoe is? Use specific details and evidence from the passage to support your response.


Problems Students Have They won’t be specific. They don’t use critical vocabulary. They don’t provide supporting

details. They don’t justify their claims by

telling why and how.


A question

A fever causes changes in a person’s body.

a. Describe THREE ways that a fever changes a person’s body.

b. Using examples from the article, explain THREE ways that a fever can be treated.


A level two answerThree ways a temperature changes a persons

body is… You feel hot. An instant shiver. Your cheeks are red. A fever can be treated by… Drinking cool liquids. Wear light weight clothing. Rest. That’s all.


Moving from General to Specific First…make a general statement by

restating the question. Describe three ways the body

changes when it has a fever. Three ways the body changes when it

has a fever are as follows:


Generality Nouns Areas Causes Challenges Changes Contributions Decisions Differences

Influences Kinds of Types of Problems Reasons Steps Things


Linear Array


Becoming more SpecificTraining students to

recognize non-specific words in their writing and teaching them to reduce these words into their components will help students produce writing that is richer in details and will eliminate unsupported generalities.


Health Verbs Act Block Breathe Change Connect Contract Control Disease Dehydrate Die Digest Divide

Excrete Evolve Expand Exhale Filter Flow Function Inflame Ingest Inhale Interact Exchange


Health Verbs Metabolize Mutate Nourish Perform Process Produce Protect Pump

React Replace Reproduce Respond Secrete Stimulate Transmit


A Level 4 answerA. When you have a fever, changes in your body

tell you something is not right. There are many types of changes your body goes through. First, your body feels hot, often you face is flushed and you may have some chills and shivers. Your body is working hard to fight off infection, this is one reason you will feel tired, weak and sleepy. You feel sweaty because your body is reacting by cooling itself off through sweating. Sweating is a natural way of cooling down the body. You don’t have much of an appetite, but your body craves liquids to replace body fluids lost.


Continued…B. It is important that you know what steps to take and

how to treat a fever in case you are sick. If you find yourself running a fever first tell an adult so they can help you with the problem. You should stay home and get plenty of rest. Your body needs to conserve energy so you can fight the infection, resting is a way of saving your energy. You should also drink lots of clear fluids like water, ginger ale, and juices. It is important to replace fluids lost while running a temperature to prevent dehydration. You should wear types of light weight clothing, like cotton, so the air can cool your body down. If your fever is over 104 degrees F, you should go to your doctor.


Some Words that Signal Analysis Because Since So that By To As a result One reason Another

consequence


Activity

Read the student answer and highlight the analysis statements and phrases


ReCAP Re—Restate the question CA—Correct Answer (Be specific.) P—Prove it (Tell why.)


Re—Restate Use language in question to write the main

idea in general terms by restating the stem/situation or by covering the Bloom verb and starting your sentence with the next word.

Introduce your topic and purpose. Don’t use pronouns until you’ve made your

introductions. Help the scorer know what the question is

without having to read it. Write the restatement(s) on an envelope.


CA-Correct Answer Be sure to answer all parts. Use one index card per part. Label each index card with the

correct answer by using phrases and key words.


P—Prove it This is your supporting evidence, details,

examples… These are your answers to the question,

“WHY?” for each correct answer on each index card.

These might also be laws or connections to your life.

Use keywords and phrases to jot this information on each post it.

One way to do this is by reading what’s on the index card and saying, “Because…”


On the flap…

Put all the critical vocabulary you can think of that should be used in this answer:

Specific nouns Verbs that go with that core content


Drafting the Answer Start with a restatement on the envelope. Label and Answer all the parts in the

order they were asked. In complete sentences, give the correct

answers (index cards) followed by the because statements (post it notes).

Use critical vocabulary from the question, as well as from your own understanding.


Components of an ORQ Core content Title Situation or stem Directions Bloom verbs (imperative statements) The specifics called for—label the parts,

tell how many, ask for examples, use bullets for emphasis…


When Designing The Rubric… Think like a child at that level. Brainstorm all the ways a student might

enter into this question and avoid misconceptions.

Jot down your “look fors”. Write expectations for all 4 levels of

responses: 1-4. Remember to include –or- statements.

Generate your rubric.


Analyze the Class to Inform InstructionLook at content: Content knowledge Details or evidence support Appropriate content vocabularyLook at process: Appropriate strategy Focus on question Answers all parts Organization Effort


Address Needs that Arise Individual Action Plan Class Action Plan Use analysis to inform instruction Plan mini lessons that relate to

needs in content, process, and effort


Citations Robert Marzano, Classroom Instruction

that Works Silver and Strong, Thoughtful Classrooms Joyce Jackson, Thoughtful Classrooms Penny Roberts, Greenville Elementary Kentucky Department of Education

donna vincent, muhlenberg county schools open response questions assessing core content at higher...

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