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disadvantages of using essay questions Compare two types of scoring rubrics Evaluate sample essays using a scoring rubric Create examples of two types of essay questions
factual information Full potential realized with more higherorder thinking problems
concerned with the abilities to conceptualize, construct, organize, integrate, relate, and evaluate ideas in content areas such as: history, civics, literature, science, math, etc. Most widely used when the main focus is on student writing in any subject
Examples: distinguishing between narrative essays, expository essays, and persuasive essays or focusing on writing process
Confucius Say The freedom of response provided by essay questions is not an all-or-nothing affair but, rather, a matter of degrees.
Restricted Response ExtendedResponse
response by restricting the scope of the topic to be discussed, generally indicated in the question Useful for measuring learning outcomes requiring interpretation and application of data in a specific area Any outcomes measured by an objective interpretive exercise can be measured by a restricted response essay question
the application of the law of supply and demand. Do not use those examples discussed in class. State the main differences between the Vietnam War and previous wars in which the United States has participated. Why is the barometer one of the most useful instruments for forecasting weather? Answer in a brief paragraph.
The Restricted Response essay question provides for more ease of assessment, but it restricts the scope of the topic to be discussed and indicates the nature of the desired response to the student which limits his or her opportunity to demonstrate these behaviors on their own.
select information that they think is pertinent, to organize the answer in accordance with their best judgment, and to integrate and evaluate ideas as they deem appropriate Places value on higher-order thinking skills
magic wand. Write a story about an adventure that you and your friend had with the magic wand. Compare developments in international relations in the administrations of President William Clinton and President George W. Bush. Cite examples when possible.
Time consuming
Grading: grammar usage
options to chose what they want to write about reasoning The teacher can tell if the student studies or not Can often prepare in advance what to write
outcomes to be measured, properly framing questions, carefully following scoring rules, and obtaining practice in scoring Amount of time- reserve use of extended-response questions for learning outcomes that cannot be measured well objectively
representative a sample of learning outcomes as possible (accumulate a series of essays throughout the school year to be included in a writing portfolio)
outcomes that cannot be measured well objectively Construct questions that call forth skills specified in learning standards Example box on page 235
task is clearly indicated Example: Poor: Compare the Democratic and Republican parties.
the Democratic and Republican parties with regard to the role of government in private business. Support your statements with examples when possible. (Your answer should be confined to two pages. It will be evaluated in terms of the appropriateness of the facts and examples presented and the skill with which it is organized.)
For example, if the student is asked to describe three factors that contributed to the start of the Civil War, the teacher would construct a list of acceptable reasons and give the student 1 point for each of up to three reasons given from the list
Holistic Scoring Rubrics Yield a single overall score taking into account the entire response Can be used to grade essays more quickly Does not provide as much specific feedback as analytic rubric Should not consist of scores alone, but rather contain scores accompanied by statements of the characteristics of the response
answer in advance and use a clear scoring rubric Use the scoring rubric that is most appropriate Decide how to handle factors that are irrelevant to the learning outcomes being measured
before going on to the next one When possible, evaluate answers without looking at the students name If especially important decisions are to be based on the results, obtain two or more independent ratings Look out for bluffing! Page 247