1. The Constructed Response Assessment The Journey Continues

2. TCAP CRA Testing Window December 6, 7, 8, 2011 One make-up day Friday, December 9

3. What is a Constructed Response Item? A Constructed Response item is any test item for which students must create a response. A CR Item asks more than a multiple-choice item. A CR item often has more than one correct answer. A CR item assesses recall vs. recognition of information and allows students to show their thinking.

4. Why a Constructed Response Assessment? Improve Performance on NAEP Prepare for Common Core State Assessments Items Prepare for multiple assessments throughout the school year

5. Tennessee NAEP Results 2011 ReadingMath Advanced 5% 4% Proficient 21% 26% Basic 34% 45% Below Basic 40% 25% http://nces.ed.gov/nationsreportcard/states/

6. What are the parts of a CRA item? Stem (the question or task) Sample response Rubric (the scoring guide)

7. How do I help teachers create good CR items for their classrooms? Study the Common Core State Standard or SPI. Think of how a student might demonstrate mastery of that expectation at a high level. -Solve a problem -Analyze a situation -Create something new

8. How do I create a good rubric? Evaluate your question carefully. Draft a sample response that includes a variety of ways a student could respond. Identify types of responses for which you would give no credit. Identify types of responses for which you would give full credit. Consider responses in-between these extremes.

9. Depth of Knowledge Levels (Webb, 1997) Level 1 – Recall & Reproduction requires recall of information; can involve following a simple procedure Level 2 – Skills & Concepts requires application of information or knowledge; often more than one cognitive process/ step Level 3 – Strategic Thinking requires deep understanding exhibited through planning, using evidence and more demanding cognitive reasoning Level 4 – Extended Thinking requires high cognitive demand and is highly complex; most often requires an extended period of time

10. Depth of Knowledge Facts (Webb, 1997) DOK levels can be used to ensure that the intent of the standard and the level of student demonstration required by that standard match the assessment item. The DOK level is not related to the point value or difficulty of an item. Verbs alone do not determine the cognitive complexity of assessment tasks. The DOK level is assigned based on the intent of an item. Use DOK levels in the classroom; encourage teachers and students to engage in deeper processing. Incorporate CR items into classroom assessments.

11. All students in third grade will take the Reading English Language Arts and Math CRA Portfolio students do not participate. EL students enrolled in an American school less than a calendar year do not participate.

12. All tests have a new ninety minute time limit.

13. CRA test items require students to write responses and explain their thought process. The CRA test will help prepare students for both the grade four Common Core State Standards and the NAEP Assessment. http://nces.ed.gov/nationsreportcard/states/ Tennessee teachers generated many of the test items. http://nces.ed.gov/nationsreportcard/states/

14. The 3 rd grade test has two sections: The RELA section contains 8 items. The Math section contains 8 items. All test questions are open ended and could have more than one answer. A single item may contain more than one question.

15. Items are scored holistically using a rubric. Questions can be worth 2, 3, or 4 points, and students can be awarded partial credit.

16. 2 points The response indicates a complete understanding of the task; the correct answer is given along with an explanation that demonstrates understanding. 1 point The response indicates partial understanding of the task. The correct answer is given without an explanation of how it was determined. 0 points The response is inaccurate or unable to be scored.

17. Reading Selection “ Life on a Farm” Students need to know the meaning of “selection” and “passage.” Question Stem What foods might be included in a meal on the farm? Support your answer with three details from the passage. Predict what will happen next in the story. Write a paragraph that could follow paragraph number 4. Sample Format

18. Reading Selections The farm story could appear with an informational text or a chart about foods grown on a farm. Question Stem Students would be asked to compare or contrast the similarities or differences in the two texts. Support your answer with three details from the passages. Some students may encounter one poem and one prose passage or two poems before they respond to an item. Sample Format

19. Sample Math Item Ms. Parker’s students conducted a survey to find out about favorite fast foods. The table shows the results of the survey. Hamburgers|||| | Hot Dogs||| Pizza|||| Tacos|||| How many more students chose pizza than hot dogs? Student explains how he/she determined the answer. Show the work. Unacceptable Responses: “I did it in my head.” “I used a calculator.”

20. Allowable Accommodations All accommodations as outlined in the Test Administration Manual. Calculators can be used in the math sections. Special accommodations are approved for students with an IEP in place.

21. Reporting Individual Student Reports will be shared with schools and parents. Scores may appear on the State Report Card. Scores will not be used for AYP or School Status. These scores are predictors for how students will perform on the Common Core State Standards and the Grade 4 NAEP.

22. How Can we find samples of passages, question stems, and anchor papers? http://www.tn.gov/education/asses sment/ConstructedResponseAsse ssment.shtml