Open Response Questions

1. Open Response Questions Assessing Core Content at Higher Levels of Thinking Donna Vincent, Muhlenberg County Schools

2. Rationale • Promotes higher levels of thinking • Helps students to internalize core content • Allows entry to all students • Gives a better picture of student understanding Donna Vincent, Muhlenberg County Schools

3. 5 Types of Open Response Questions • Scaffolded • Single Dimension • Two or More Relatively Independent Components • Student Choice: Topics/Options • Response to Provided Information Donna Vincent, Muhlenberg County Schools

4. Making Memories Last • One-bun • Two-shoe • Three-tree • Four-door • Five-hive • Six-sticks • Seven-heaven • Eight-gate • Nine-line • Ten-hen Donna Vincent, Muhlenberg County Schools

5. Scaffolded • Two or more parts labeled A, B, C… • Each correct answer depends upon other parts • Questions get progressively harder Donna Vincent, Muhlenberg County Schools

6. Example of Scaffolded ORQ The students in Mrs. Spalding’s class are planning a fall party. There are 29 students in the class. They have decided to have lemonade, orange soda, and colas to drink. They will give the first person lemonade, the second orange soda, and the next two students will receive a cola each. This pattern continues. A. Create a table to show the party drink pattern. B. What will the 29th student receive to drink? C. How many of each type of drink will they need (number of lemonade, orange soda, and colas?) D. How did your table help you answer the question? Donna Vincent, Muhlenberg County Schools

7. Single Dimension Component • No A, B, C parts • Straightforward question • Requires examples, explanation, description, or evidence as support Donna Vincent, Muhlenberg County Schools

8. Example of Single Dimension Component ORQ Look at the food chain for a typical Kentucky forest. (diagram provided) Predict what would happen to the rest of the food chain if one of the links of the chain were wiped out. Support your answer. Donna Vincent, Muhlenberg County Schools

9. Two or More Independent Components • Parts are labeled A, B, C… • Each answer stands alone • Getting one part correct does not depend upon having other parts correctly answered Donna Vincent, Muhlenberg County Schools

10. Example of Two or More Independent Components The map below shows several regions where major cities developed. Use the map to answer questions. • Explain why these cities developed in these areas. • Identify two of the four cities by number and then discuss a major industry in each Donna Vincent, Muhlenberg County Schools

11. Student Choice: Topics/Options Provided • Lists of selections to choose from • More opportunities to demonstrate individual learning Donna Vincent, Muhlenberg County Schools

12. Example of Student Choice There are many important issues facing the people of the U.S. today. Select 2 of the issues or problems from the list and explain several ways that each issue could be addressed. Include in your explanation the pros/cons. • budget deficit • urban development • pollution of the environment • illegal immigration Donna Vincent, Muhlenberg County Schools

13. Response to Provided Info • Data, text and/or graphics are given • Students must manipulate raw materials and respond to specific questions Donna Vincent, Muhlenberg County Schools

14. Example of Response to Provided Information ORQ After reading the excerpt from Robinson Crusoe, what conclusions can you draw about the type of person Crusoe is? Use specific details and evidence from the passage to support your response. Donna Vincent, Muhlenberg County Schools

15. Problems Students Have • They won’t be specific. • They don’t use critical vocabulary. • They don’t provide supporting details. • They don’t justify their claims by telling why and how. Donna Vincent, Muhlenberg County Schools

16. A question A fever causes changes in a person’s body. • Describe THREE ways that a fever changes a person’s body. • Using examples from the article, explain THREE ways that a fever can be treated. Donna Vincent, Muhlenberg County Schools

17. A level two answer Three ways a temperature changes a persons body is… • You feel hot. • An instant shiver. • Your cheeks are red. A fever can be treated by… • Drinking cool liquids. • Wear light weight clothing. • Rest. That’s all. Donna Vincent, Muhlenberg County Schools

18. Moving from General to Specific • First…make a general statement by restating the question. Describe three ways the body changes when it has a fever. Three ways the body changes when it has a fever are as follows: The question: Restated: Donna Vincent, Muhlenberg County Schools

19. Areas Causes Challenges Changes Contributions Decisions Differences Influences Kinds of Types of Problems Reasons Steps Things Generality Nouns Donna Vincent, Muhlenberg County Schools

20. Linear Array GENERAL SPECIFIC changes body changes physical changes internal changes sweats chills loss of appetite rise in temp. weakness thirst flushed cheeks Donna Vincent, Muhlenberg County Schools

21. Training students to recognize non-specific words in their writing and teaching them to reduce these words into their components will help students produce writing that is richer in details and will eliminate unsupported generalities. Becoming more Specific Donna Vincent, Muhlenberg County Schools

22. Act Block Breathe Change Connect Contract Control Disease Dehydrate Die Digest Divide Excrete Evolve Expand Exhale Filter Flow Function Inflame Ingest Inhale Interact Exchange Health Verbs Donna Vincent, Muhlenberg County Schools

23. Metabolize Mutate Nourish Perform Process Produce Protect Pump React Replace Reproduce Respond Secrete Stimulate Transmit Health Verbs Donna Vincent, Muhlenberg County Schools

24. A Level 4 answer A. When you have a fever, changes in your body tell you something is not right. There are many types of changes your body goes through. First, your body feels hot, often you face is flushed and you may have some chills and shivers. Your body is working hard to fight off infection, this is one reason you will feel tired, weak and sleepy. You feel sweaty because your body is reacting by cooling itself off through sweating. Sweating is a natural way of cooling down the body. You don’t have much of an appetite, but your body craves liquids to replace body fluids lost. Donna Vincent, Muhlenberg County Schools

25. Continued… B. It is important that you know what steps to take and how to treat a fever in case you are sick. If you find yourself running a fever first tell an adult so they can help you with the problem. You should stay home and get plenty of rest. Your body needs to conserve energy so you can fight the infection, resting is a way of saving your energy. You should also drink lots of clear fluids like water, ginger ale, and juices. It is important to replace fluids lost while running a temperature to prevent dehydration. You should wear types of light weight clothing, like cotton, so the air can cool your body down. If your fever is over 104 degrees F, you should go to your doctor. Donna Vincent, Muhlenberg County Schools

26. Because Since So that By To As a result One reason Another consequence Some Words that Signal Analysis Donna Vincent, Muhlenberg County Schools

27. Activity Read the student answer and highlight the analysis statements and phrases Take time to tell why. Donna Vincent, Muhlenberg County Schools

28. ReCAP • Re—Restate the question • CA—Correct Answer (Be specific.) • P—Prove it (Tell why.) Re Donna Vincent, Muhlenberg County Schools

29. Re—Restate Re • Use language in question to write the main idea in general terms by restating the stem/situation or by covering the Bloom verb and starting your sentence with the next word. • Introduce your topic and purpose. • Don’t use pronouns until you’ve made your introductions. • Help the scorer know what the question is without having to read it. • Write the restatement(s) on an envelope. Donna Vincent, Muhlenberg County Schools

30. CA-Correct Answer Re • Be sure to answer all parts. • Use one index card per part. • Label each index card with the correct answer by using phrases and key words. Donna Vincent, Muhlenberg County Schools

31. P—Prove it Re • This is your supporting evidence, details, examples… • These are your answers to the question, “WHY?” for each correct answer on each index card. • These might also be laws or connections to your life. • Use keywords and phrases to jot this information on each post it. • One way to do this is by reading what’s on the index card and saying, “Because…” Donna Vincent, Muhlenberg County Schools

32. On the flap… Put all the critical vocabulary you can think of that should be used in this answer: • Specific nouns • Verbs that go with that core content Donna Vincent, Muhlenberg County Schools

33. Drafting the Answer • Start with a restatement on the envelope. • Label and Answer all the parts in the order they were asked. • In complete sentences, give the correct answers (index cards) followed by the because statements (post it notes). • Use critical vocabulary from the question, as well as from your own understanding. Donna Vincent, Muhlenberg County Schools

34. Components of an ORQ • Core content • Title • Situation or stem • Directions • Bloom verbs (imperative statements) • The specifics called for—label the parts, tell how many, ask for examples, use bullets for emphasis… Donna Vincent, Muhlenberg County Schools

35. When Designing The Rubric… • Think like a child at that level. • Brainstorm all the ways a student might enter into this question and avoid misconceptions. • Jot down your “look fors”. • Write expectations for all 4 levels of responses: 1-4. Remember to include –or- statements. • Generate your rubric. Donna Vincent, Muhlenberg County Schools

36. Analyze the Class to Inform Instruction Look at content: • Content knowledge • Details or evidence support • Appropriate content vocabulary Look at process: • Appropriate strategy • Focus on question • Answers all parts • Organization • Effort Donna Vincent, Muhlenberg County Schools

37. Address Needs that Arise • Individual Action Plan • Class Action Plan • Use analysis to inform instruction • Plan mini lessons that relate to needs in content, process, and effort Donna Vincent, Muhlenberg County Schools

38. Citations • Robert Marzano, Classroom Instruction that Works • Silver and Strong, Thoughtful Classrooms • Joyce Jackson, Thoughtful Classrooms • Penny Roberts, Greenville Elementary • Kentucky Department of Education Donna Vincent, Muhlenberg County Schools