1. MSDE 2006 Brief Constructed Response BCR

2. MSDE 2006 What is a BCR? A question that is used to assess a student’s reading comprehension; A question that asks a student for information or explanation; A BCR uses a higher level cognitive question. The question always reminds the student to use details from the text to explain and support the answer. The answer is not scored for spelling and punctuation.

3. MSDE 2006 Three Levels of Questioning –Literal –Interpretive –Critical

4. MSDE 2006 What Types of Question are used for BCRs? –Interpretive –Critical

5. MSDE 2006 MSA Reading Rubric 3 The response demonstrates an understanding of the complexities of the text. Addresses the demands of the question Effectively uses text-relevant 1 information to clarify or extend understanding 2 The response demonstrates a general understanding of the text. Partially addresses the demands of the question Uses text-relevant 1 information to show understanding 1 The response demonstrates a minimal understanding of the text. Minimally addresses the demands of the question Uses minimal information to show some understanding of the text in relation to the question 0 The response is completely incorrect, irrelevant to the question, or missing.

6. MSDE 2006 Cont. Rubric Score 0 Annotation: This response is irrelevant to the question.

7. MSDE 2006 Cont. Rubric Score 1 Annotation: This response demonstrates a minimal understanding of the text. The student uses only minimal information to explain why the title is good: “it all started with a can.”

8. MSDE 2006 Cont. Rubric Score 2 Annotation: This response demonstrates a general understanding of the text. The student uses text-relevant information to show understanding that the title “One Little Can” is a good title because “…in the story it only took one person to pick up one little can and to throw it away,” which made “…everyone else to start cleaning their yard, street, and sidewalks.”

9. MSDE 2006 Cont. Rubric Score 3 Annotation: This response demonstrates an understanding of the complexities of the text. The student addresses the demands of the question by explaining that the title is good because “important changes can begin with one small deed.” The student effectively uses text-relevant information to clarify this understanding: “…one can that Rachel picked up and threw it in the trash made a whole cycle...That one small deed changed that neighborhood.”

10. MSDE 2006 Understanding the Target To get at least a score point of 2: Must be able to read the text Must understand what the text is mostly about Must understand and answer the question Must use information right from the text as support

11. MSDE 2006 Cont. To get at least a score point of 3: Must be able to read the text Must analyze and synthesize the text to come up with a new understanding of what the author is saying Must understand and completely answer the question Must independently interpret information from the text as support

12. MSDE 2006 What Makes a “Good” Response? Shows evidence of making meaning from the text (Can you tell I read?) Responds to the question (Did I answer the question?) Provides text-based evidence to support the response (Did I include proof from the text that relates to the question?) Provides extension or clarification in relationship to the question to show enhanced understanding of the text (Did I make an interpretation?)