creating text-dependent constructed response questions penny plavala, school improvement specialist...
TRANSCRIPT
Creating Text-Dependent
Constructed Response Questions
Penny Plavala, School Improvement SpecialistMultnomah ESD
• Refresher: Smarter Balanced Assessment Components
• Focus on Constructed Response Questions
• Create Questions for a Classroom Formative Assessment
Session One Goals
Instructional design: direct instruction, work independently, with a partner, and in small groups
Please locate a partner
This spring, students will answer Constructed Response questions on the Smarter Balanced Assessment.
This is a new item type for Oregon students.
Why Are We Here?
By integrating CR questions into our classroom assessments, students will be familiar with this type of item.
We will focus today on Text-DependentConstructed Response questions.
Optional Interim assessment system — no stakes
Summative assessment for accountability
Last 12 weeks of year*
DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; an interactive reporting system; scorer training modules; and teacher collaboration tools.
Scope, sequence, number, and timing of interim assessments locally determined
PERFORMANCETASKS
• Reading• Writing• Math
COMPUTERADAPTIVE
ASSESSMENT
The SBAC Assessment System
* Time windows may be adjusted based on results from the research agenda and final implementation decisions.
English Language Arts and Mathematics, Grades 3 – 8 and High School
Computer Adaptive Assessment and Performance Tasks
INTERIM ASSESSMENT
Computer Adaptive Assessment and Performance Tasks
INTERIM ASSESSMENT
11th Grade: Last 6 weeks
CR Questions on Both Parts of Test
Constructed Response (CR)Short answer using textual evidence
Performance Tasks (PT)Use higher level thinking skills; integrate reading, writing, and listening
Technology Enhanced (TE)Technology embedded into items
Selected Response (SR)Variety of multiple choice
Assessment Item Types
Our Focus Today
•Require the student to generate a response as opposed to selecting a response.
• Include both short and extended responses.•Allow students to demonstrate their use of complex thinking skills consistent with the expectations for college and career readiness.
Constructed Response
The following items are from the SBAC Practice Test 2013.
Components of a Constructed Response ItemThe Shepherd’s Boy and the Wolf
A Shepherd's Boy was tending his flock near a village, and thought it would be great fun to trick the villagers by pretending that a Wolf was attacking the sheep: so he shouted out, "Wolf! Wolf!" and when the people came running up he laughed at them because they believed him. He did this more than once, and every time the villagers found they had been tricked, for there was no Wolf at all. At last a Wolf really did come, and the Boy cried, "Wolf! Wolf!" as loud as he could: but the people were so used to hearing him call that they took no notice of his cries for help. And so no one came to help the boy, and the Wolf attacked the
In a few sentences, explain what lesson the reader can learn from the shepherd’s boy. Use details from the story to support your response.
STEMIn a few sentences, explain what lesson the reader can learn from the shepherd’s boy. Use details from the story to support your response.
STIMULUS
(Reading Passage)
SPACE FOR ANSWER
What are some ways in which the Mexican free-tails are unique among bat species?
Use at least two details from the presentation to support your answer.
Type your answer in the space provided.
Constructed Response
Read the sentence and the directions that follow.
The hermit crabs in the ocean have learned to adapt to the changing housing situation.
Using details from the text, define the word adapt and explain how the crabs have adapted.
Type your answer in the space provided.
Constructed Response
There are physical health benefits associated with meditation.
Using at least two details from the text, support this conclusion
Type your answer in the space provided.
Constructed Response
Summarize the central idea in the section “Ups and Downs”
Use key evidence from the text to support your summary.
Type your answer in the space provided.
Constructed Response
Scoring a Constructed Response Item
2-point Use Evidence Rubric
2 The response gives sufficient evidence of the ability to cite evidence to support arguments and/or ideas.
1 The response gives limited evidence of the ability to cite evidence to support arguments and/or ideas.
0The response gets no credit if it provides no evidence of the ability to cite evidence to support arguments and/or ideas.
Smarter Balanced Assessment Consortium
Conventions are not scored on Constructed
Response questions
After students read a passage in your classroom, how do you check for understanding?
• Answer questions during whole-class discussion
• Quick write – summarize key ideas (exit slip)
• Thumbs up, sideways, down
• Answer text-dependent constructed response questions
Text-Dependent Constructed Response Questions
• Definition
• Examples
• Components
• Practice creating questions for your classroom
CR = Constructed Response
Text-Dependent CR Questions:• are open ended, short answer questions that measure application-level skills as well as content knowledge.
• can assess higher level thinking:- comparisons, contrasts, causes, effects, changes - identify patterns or conflicting points of view- categorize or summarize information- state a generalization, conclusion, explanation or
prediction……using evidence from the text.
Text-Dependent CR Questions:
• use a range of primary and secondary stimuli and authentic "real world" examples including short reading passages, time lines, maps, graphs, cartoons, charts.
• are graded against specific criterion using a rubric.
Text-Dependent CR Question
Example:
“Some animals would not survive if they were unable to use tools.” What two pieces of evidence from the article would you use to support this statement?
Text-Based
Answers
Text-Dependent Questionsre
qu
ireTeachers write questions that keep students in the text. Students shouldn’t have to go outside the text for answers.
“Stay within four corners of text”.
Quality Text-Dependent Questions
Can be answered by careful close reading
Do not depend on outside sources
Require more than recalling facts
Often require students to infer
Require time for students to process
Outstanding New Resource
Text-Dependent Questions: Pathways to Close and Critical Reading, Grades 6-12
• Creating Effective Close Reading Lessons
- What does the text say? - How does the text work? - What does the text mean?
• Sample passages with questions
• Classroom videos
Types of Text-Dependent Questions
Examples
• Follow along on pink sheet+ One side: English teachers ~ short story+ Other side: all other teachers ~ historical speech
• Examples increase in difficulty
Note: All questions would include a second sentence asking students to support their answer with evidence from the text.
Build Understanding of the Meaning
• Sequence of information• Determine importance of ideas• Find details that support main
ideas• Answers who, what, when,
where, why, how much, or how many.
• Why is Susan B. Anthony delivering this speech?
• Why was she arrested?
• Who is the narrator? How do you know?
Vocabulary and Text Structure• Bridges literal and inferential
meanings• Denotation• Connotation• Shades of meaning• Figurative language• How organization contributes
to meaning
• Examine the length of her speech. Is it sufficient for her purpose?
• What does Poe mean by the word “mad”?
• How does the author’s use of symbolism impact the story?
• Genre: Entertain? Explain? Inform? Persuade?
• Narrator: Who tells the story?
• Point of view: First-person, third-person limited, omniscient, unreliable narrator
Author’s Purpose
• What does the right to vote represent to Susan B. Anthony? Where specifically does she emphasize the importance of voting for women?
• How does the narrator’s retelling of the events lead the reader to understand his state of mind?
Inference Questions
• Use details and examples in the text when drawing inferences.
• Details in text + what you know = inference
• Based solely on this speech, what type of person is Susan B. Anthony?
• Why does the narrator declare his guilt at the end of the story?
Are These Text-Dependent CR Questions?
• Look up at screen to view the sample questions.
• Read the question.
• Talk to partner to determine if this is an example of a text-dependent question.
• Discuss why or why not?
From poem “Paul Revere’s Ride” by Henry W. Longfellow
• How does the author express a rising call for action in
the final four lines of the poem?
• How does the author portray Revere as a protector of his community? Cite examples from the text.
• Do you think it is fair for people to protest against the government?
• Many historians argue the accuracy of this poem. Do you think students should be expected to read this poem if it contains inaccurate details?
From other texts:
• In “Letter from Birmingham Jail”, Dr. King discusses nonviolent protest. Discuss a time you wanted to fight against something that you felt was unfair.
• After reading Dr. King’s letter, what can you infer about the content of the letter he received? Use details from the text to support your answer.
• In the poem “Casey at the Bat”, how does the author make Casey’s experiences realistic in stanza four?
• In the poem, Casey strikes out. Describe a time you
failed at something.
How do we create Text-Dependent
Constructed Response questions?
A Constructed Response Question:- from handout -
• Clearly tells students what they are going to do.
• Uses simple, but authentic vocabulary and good sentence structure.
• Identifies the information or materials that students should use when preparing their response. (article, video, chart, etc.)
• Clearly indicates the process that should be demonstrated. (explain, describe, analyze, evaluate, etc.)
• Identifies key words by using bold text as needed.
• Add: Requires students to use evidence from the text to support their answers.
Text-Dependent CR Question
Sample Question:
Looking at Source #1 under the heading “We Can Make A Difference”, describe one action and explain how it can reduce the effects of climate change.
Science TeachersGladstone High School
“Climate Change”(Article from EPA)
Text-Dependent CR Question
Sample Question 1:
In the scene on pages 49-54, at the end of Act 1, analyze how the authors develop either the conflict between Bert Cates and Rachel or the conflict between Cates and the society of Hillsboro. Use examples of the text to support your answer.
Kris Schuberg, English TeacherGladstone High School
Text-Dependent CR Question
Sample Question 2:
In the same scene, explain how the authors develop Drummond’s character as a pariah in the town of Hillsboro. Cite a line by Drummond or Rachel as evidence to support your answer.
Kris Schuberg, English TeacherGladstone High School
Text-Dependent CR Question
Sample Question:
How does the author use data to show sugar consumption is a problem to overall health? Provide two examples of evidence from the article to support your answer.
Special Ed TeachersGladstone High School
“Sweet Sacrifice”(Article on curbing sugar intake)
Where could we add a
strong verb?
Facilitated Work Session
• Work alone or with a partner who has the same reading passage.
• Work quietly to not disturb others.
• Leave today with an assessment to use immediately in your classroom.
If you did not bring a reading passage, please take an article I brought
to get you started.
Next Steps: Baseline Assessment
• Prepare the passage and questions for student use.
• Give the reading passage and questions to students in one class by ___________.
• Bring a set of student answers to our session on ________.
• We will create a rubric and score student work.
Capturing Our Work
• Please place all materials in your folder.
• Bring this folder to our next session
• Refresher: Text-Dependent Constructed Response Questions
• Create CR Rubric and Expected Answer
• Score Student Work
Session Two Goals
Please locate a partner
Smarter Balanced Assessment
•Require the student to generate a response as opposed to selecting a response.
• Include both short and extended responses.•Allow students to demonstrate their use of complex
thinking skills consistent with the expectations for college and career readiness.
Constructed Response
CR questions are are Text-Dependent when students have to support their answer with evidence from the reading passage.
Constructed Response 2 – Point Rubric
2
The response gives sufficient evidence of the ability to ________________________ ___ ____________________________________________________________________________.
1
The response gives limited evidence of the ability to _________________________________ ____________________________________________________________________________.
0
A response gets no credit if it provides no evidence of the ability to _____________________ ____________________________________________________________________________.
Steps to Creating a Rubric
• Choose one of the questions you wrote.
• On the template, create a rubric for the skill being assessed. (analyze, explain, compare, etc.)
Look back at Sample Questions
Text-Dependent CR Question
Sample Question 1:
In the scene on pages 49-54, at the end of Act 1, analyze how the authors develop either the conflict between Bert Cates and Rachel or the conflict between Cates and the society of Hillsboro. Use examples of the text to support your answer.
Kris Schuberg, English TeacherGladstone High School
Text-Dependent CR Question
Sample Question 2:
In the same scene, explain how the authors develop Drummond’s character as a pariah in the town of Hillsboro. Cite a line by Drummond or Rachel as evidence to support your answer.
Rubric for Inherit the Wind Question
Analyze / Integrate Information Rubric
2 The response gives sufficient evidence of the ability to explain how the authors develop Drummond’s character as a pariah.
1The response gives limited evidence of the ability to explain how the authors develop Drummond’s character as a pariah.
0The response gets no credit if it provides no evidence of the ability to explain how the authors develop Drummond’s character as a pariah
• Gives general not specific information
Create a Rubric
• Choose one of the questions you wrote.
• On the template, create a rubric for the skill being assessed. (analyze, explain, compare, etc.)
• Make notes on what would separate score points.
Record the Expected Answer
• What is the expected answer for a score of 2?
• Write down on template:
- the elements of the 2 score answer – or –
- a sample answer your student might write
Expected Answer for Score of 2
Sample Question 2:
The answer should have information that shows the qualities that make Drummond a pariah or make him understand what it means to be a pariah.
The answer should also include directly quoted text to support the analysis.
Kris Schuberg, English TeacherGladstone High School
Record the Expected Answer
• What is the expected answer for a score of 2?
• Write down on template:
- the elements of the 2 score answer – or –
- a sample answer your student might write
Scoring Student Work
• Take out the student work you brought today.
• Use the rubric and expected answer as resources when you score the CR question.
• Write the score of 2, 1, or 0 on the student’s paper or on class list.
Scoring Student Work
• After you score 5-8 papers, start jotting down the trends you are seeing in the student work:
Student Skills * What are students doing well?
Skills to Teach * What skills need strengthening?
• Continue scoring and tracking trends.
Next Steps
• Track trends: What do students know? What skills need to be taught? • Collaborate with other teachers to create mini lessons to teach specific skills. (PLC?)
• Teach the mini lessons
• Choose a new reading passage and create a formative assessment with 2 questions. Give to students.
• Create rubrics and expected answers for score of 2
• Analyze student work.
Please thank your partner and small group membersfor their good work.
Answering a TDQ
• What skills do students need to successfully answer a Text-Dependent Question?
• What are the expectations in your classroom?
Brainstorm a list of skills with your group
Example: Put part of the question in the answer
Put part of the question in the answer.Closely read the question. Follow directions. Re-read the text to find the answer.Carefully select the evidence to support their answer. Accurately demonstrate the skill: describe, explain, analyze..Write in complete sentences.Frame evidence: “According to ______,”Use topic-specific terms - not general vocab. Make a generalization – read multiple sources – look for common threads. Proofread your answer
Create a Mini Lesson
1. Choose one of the skills you identified.
2. Brainstorm with your group: - How could we teach / model this skill? - What text would we use? (same as baseline?)- What would we have students do in pairs to
practice?- What would we have students do independently?
Gradual Release of Responsibility Model
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus Lesson
Guided Instruction
“I do it”
“We do it”
“You do it together”Collaborative
Independent “You do it alone”
A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
Baseline Formative Assessment
• Keep the scores of your student work as a baseline.
• Use results to determine the skills you need to teach students.
• Create mini lessons with your team using text from your curriculum.
• Create the next round of CR questions.
• Score student work and look for growth from the baseline assessment.