“TEACH What You Want to Assess... ASSESS What You Want to Teach.” TEACHASSESS

5 Open Response Questions PETE 4400 Learner Assessment for Physical Education Kirk Clayborn, MS

Chapter 5 Summary  Definition of Open-Response questions  Open-Response questions VS. Essay questions  Characteristics of Open-Response questions  Types of Open-Response questions  How to write Open-Response questions  Tips when using Open-Response questions

How Can We Determine If Students Really Understand Content Taught AND Able to “Apply In Real World?”

Open-Response DEFINITION  Open-Response: assessment option that allows students to apply knowledge learned in class to solve problem in real-world scenario  MULTIPLE SOLUTIONS possible: not just 1 correct answer  Requires students to use HIGHER-ORDER THINKING skills and cognitive abilities to create correct solutions

WHY Use Open-Response Questions?

WHY Use Open-Response? 1.Encourages kids to THINK “OUTSIDE-THE-BOX” 2.Helps teachers IDENTIFY areas that students UNDERSTAND and/or MISUNDERSTAND what was taught 3.Teachers can assess students’ ABILITY TO USE information IN REAL-WORLD settings 4.Students can develop their PROBLEM-SOLVING SKILLS 5.If done well, can be enjoyable for students and teachers to do

Open-Response Questions Are NOT ESSAY Questions!

Open-Response VS. Essay  Open-Response questions are VERY DIFFERENT from essays in number of ways  MOST-SIGNIFICANT differences between 2 types of questions: 1.Essay type of questions REQUIRE SPECIFIC ANSWER 2.Open-Response questions can have number of possible MULTIPLE SOLUTIONS

Open-Response VS. Essay ESSAY: Q: Explain what is meant by a man-to-man defense and a zone defense in basketball. OPEN-RESPONSE: Q: Your team is about to play in the district finals of a basketball tournament. Your opponent has 2 great guards who score most of the points, and the other 3 starters usually take less than 10 shots per game. Describe a good strategy to defend your opponent, and give reasons for your choice.

Open-Response VS. Essay OPEN-RESPONSE:  Variety of solutions  Reward creative thinking  Higher-thinking skills  Use students’ learning, personal experiences  Need more time to grade  Real-world scenarios  Reveals understanding and MIS understanding ESSAY:  Need specific solution  NOT reward creativity  Focus on knowledge learned in class  Graded fairly quickly  Measure finite content  More familiar type  Can be difficult to see understanding

CHARACTERISTICS of O-R Qs GOOD Questions Need Following Characteristics:  REAL-WORLD problem or scenario  ALIGN with learning OBJECTIVE(S)  MORE THAN 1 correct answer  Requires solution be EXPLAINED  Focuses on big ideas, key concepts learned, or important skills needed

CHARACTERISTICS of O-R Qs GOOD Questions Need Following Characteristics:  Presents SITUATION (SCENARIO) that students find interesting or useful to know  Uses higher-order thinking, POWER VERBS to write Q-&-As: “Describe, List, Compare, Analyze, Contrast, Define, Discuss, Prove, Summarize, Illustrate, Criticize,” or etc…

5 TYPES of Open-Response Basic Formats of Open-Response Questions Include:  Single-Dimension question  Scaffolded question  Multiple-Independent-Component question  Student-Choice question  Response-to-Provided Information question

SINGLE-DIMENSION Question  Straight-forward, MOST BASIC format  Takes less than 15 minutes to answer  Asks students to DRAW CONCLUSION and SUPPORT THEIR RESPONSE with explanations or examples

SINGLE-DIMENSION Question Q:Your team has been criticized by opponents for playing unfairly and poor sportsmanship. When does behavior stop being a way to support the team and start being an issue of fair play? Explain the reasons behind your response, and where possible, give examples to clarify your answer.

SCAFFOLDED Question  Question with MULTIPLE PARTS TO ANSWER  Sequence of tasks that become more difficult  NEXT PART or task DEPENDS ON response to PREVIOUS question  Success on subsequent questions depends on whether PREVIOUS PARTS answered CORRECTLY

You see an advertisement for a new Abdomen Shaper machine. The ad says for just $99, you can flatten your abdomen muscles and look great for the pool. A: What muscles should abdomen shaper exercise? B: Identify several exercises that would also work these muscles that do not require an apparatus. C: Use a strip of foam tubing, create exercises that work same muscles addressed by the Ab Shaper. D:Decide whether to buy the Ab Shaper and explain your reasons to support your response. SCAFFOLDED Question

 Independent questions that address same topic  Have AT LEAST 3 PARTS  RESPONSE to 1 part NOT DEPENDENT on another part answered correcly Multiple- INDEPENDENT -Component

The BIG GAME is coming up, and you want to win. To do so, you want to sharpen your batting skills. A: Name several drills that you may use to improve the power of your swing; explain purpose of drills. B: Changing your bat may also be a way to improve. What effect might different bats have on batting power, and how can the bat affect your swing? C: You popped-up to the shortstop during your last 8 at-bats. Identify and explain reasons why and propose solutions to correct your problem. Multiple- INDEPENDENT -Component

 Allows students to SELECT specific question topic FROM LIST OF OPTIONS  More difficult to grade because variety of answers  Be sure OPTIONS SIMILAR: NOT 1 too easy than other choices STUDENT-CHOICE Question

Q:You just finished a unit on tennis and wish to learn another sport. You noticed similarities between hitting patterns found in tennis and those used in another sport. Select volleyball, badminton, or pickleball, and then compare the striking patterns for your chosen sport and volleyball. STUDENT-CHOICE Question

RESPONSE -To-Information  Requires your students to respond to information provided in question  READINGS, GRAPHS, CHARTS, or PICTURES provided  TIP: be sure to allow time to read and write appropriate response

Q:Examine the pictures and descriptions below of 2 baseball gloves. Compare the 2 gloves, analyze your game-play needs, and decide which glove to buy. Explain specific advantages of glove that you selected for your game. Note any benefits of the other glove and explain why you decided that your chosen glove is better suited for your needs. RESPONSE -To-Information

HOW Do I WRITE Open-Response Questions?

How To WRITE Open-Response 8 Easy Steps To Write Open-Response Questions: 1. IDENTIFY STANDARD or knowledge to evaluate. Sources may include: national/state, or local standards, goals for unit tested, and/or etc… 2. DETERMINE REAL-WORLD setting 3. WRITE SCENARIO for question 4. CREATE TASK for problem to be solved

How To Write Open-Response 8 Easy Steps To Write Open-Response Questions Are: 5. WRITE RUBRIC to evaluate response 6. WRITE RUBRIC for students to understand 7. PILOT QUESTION before using as graded question on test 8. REVISE and improve if needed

TIPS: Open-Response Qs 1.Start SLOW and keep it SIMPLE: 5-10 minutes 2.Consider TEACHER’S TIME to write and grade: stagger questions over course to lessen burden 3.Consider STUDENTS’ TIME to answer question: fewer questions raise quality of answers and assess multiple content areas at same time: think small #s

TIPS: Open-Response Qs 1.Remember managerial considerations: test setting 2. PILOT questions before using for grade 3.Be sensitive to EQUITY ISSUES

Equity Issue or Not? Q: Fitness is a key component of many Physical Education programs. 20 years ago, teachers and students gave little thought to the value of exercise. Today, obesity is a big issue affecting Blacks and Latinos in inner-city Memphis. Describe your current fitness levels and what would be needed for you to become fit now. Develop an exercise program for keeping fit while you are in college that addresses all 5 components of fitness.

Chapter 5 Review  Definition of Open-Response questions  Open-Response questions VS. Essay questions  7 Characteristics of Open-Response questions  5 Types of Open-Response questions  How to write Open-Response questions  6 Tips when using Open-Response questions

Questions?

Open-Response Questions Team Activity Assignment Kirk Clayborn, MS Fall 2011

Class Activity Assignment 1.Partner Teams write 5 open-response questions and then provide answers to each 2.Write 1 question & response for each topic below:  National standards for Physical Education  Using performance-based assessments  Teaching Manipulative skills  Teaching Locomotor/Nonlocomotor skills  Using types of physical fitness: cardio, muscle strength and endurance, flexibility

Class Activity Assignment  Grade based on quality of question & response  Instructor to critique and discuss following week  Submit typed summary for your team by DUE DATE: Friday, October 28

Chapter 2 - Performance-Based Assessments: Oct. 7 Chapter 4 - Developing P-BAs: October 7 No Class - October 14 Chapter 3 - Rubrics: TODAY Chapter 5 - Open-Ended Questions: TODAY QUIZ #2 - Chapters 2, 3, 4, and 5: Next Friday Chapter 9 - Assessing Team Sports: Next Friday Plan Peer Teaching #2 - Paper & Pencil: Next Friday Chapter 10 - Fitness Testing: November 4 Physical Fitness Test: November 4 PETE 4400 Schedule