Extended response

Extended response items are used in many content areas and answers may vary in length from a paragraph to several pages. Questions that require longer responses are often called essay questions. Extended response items have several advantages and the most important is their adaptability for measuring complex learning outcomes” particularly integration and application. These items also require that students write and therefore provide teachers a way to assess writing skills. A commonly cited advantage to these items is their ease in construction; however, carefully worded items that are related to learning outcomes and assess complex learning are hard to devise (Linn & Miller, 2005). Well-constructed items phrase the question so the task of the student is clear. Often this involves providing hints or planning notes. In the first example below the actual question is clear not only because of the wording but because of the format (i.e. it is placed in a box). In the second and third examples planning notes are provided:

Example 11.1: Third grade mathematics:

The owner of a bookstore gave 14 books to the school. The principal will give an equal number of books to each of three classrooms and the remaining books to the school library. How many books could the principal give to each student and the school?
Show all your work on the space below and on the next page. Explain in words how you found the answer. Tell why you took the steps you did to solve the problem.
From Illinois Standards Achievement Test, 2006; (http://www.isbe.state.il.us/assessment/isat.htm)

Example 11.2: Fifth grade science: The grass is always greener

Jose and Maria noticed three different types of soil, black soil, sand, and clay, were found in their neighborhood. They decided to investigate the question, “How does the type of soil (black soil, sand, and clay) under grass sod affect the height of grass?"

Plan an investigation that could answer their new question.

In your plan, be sure to include:

(From Washington State 2004 assessment of student learning )

http://www.k12.wa.us/assessment/WASL/default.aspx)

Example 11.3: Grades 9-11 English:

Writing prompt

Some people think that schools should teach students how to cook. Other people think that cooking is something that ought to be taught in the home. What do you think? Explain why you think as you do.

Planning notes

Choose One:

I think cooking should be taught in_________________ because__________ (school) or (the home)

(From Illinois Measure of Annual Growth in English http://www.isbe.state.il.us/assessment/image.htm)

A major disadvantage of extended response items is the difficulty in reliable scoring. Not only do various teachers score the same response differently but also the same teacher may score the identical response differently on various occasions (Linn & Miller 2005). A variety of steps can be taken to improve the reliability and validity of scoring. First, teachers should begin by writing an outline of a model answer. This helps make it clear what students are expected to include. Second, a sample of the answers should be read.

This assists in determining what the students can do and if there are any common misconceptions arising from the question. Third, teachers have to decide what to do about irrelevant information that is included (e.g. is it ignored or are students penalized) and how to evaluate mechanical errors such as grammar and spelling. Then, a point scoring or a scoring rubric should be used.

    In point scoring components of the answer are assigned points. For example, if students were asked:

    What are the nature, symptoms, and risk factors of hyperthermia?

    Point Scoring Guide:

       Definition (natures) 2 pts
       Symptoms (1 pt for each) 5 pts
       Risk Factors (1 point for each) 5 pts
       Writing 3 pts

This provides some guidance for evaluation and helps consistency but point scoring systems often lead the teacher to focus on facts (e.g. naming risk factors) rather than higher level thinking that may undermine the validity of the assessment if the teachers' purposes include higher level thinking. A better approach is to use a scoring rubric that describes the quality of the answer or performance at each level.