Brief Constructed Response

BCR

MSDE 2006

Outline
What is a BCR? BCR vs. SR The Stimulus Crafting BCR Answering BCR Levels of Questioning Four Stance Questioning What makes a good response

MSDE 2006

What is a BCR?
A question that is used to assess a students reading comprehension, recall, general understanding; A question that asks a student for information or explanation; A BCR uses a higher level cognitive question. The question always reminds the student to use details from the text to explain and support the answer. The answer is not scored for spelling and punctuation. Student constructed response items may be used in any content area and in a variety of settings
MSDE 2006

Brief Constructed Response vs. Selected Response

BCR Several correct answers Longer to complete Complexity in checking Interpretations SR One correct answer Shorter time to complete Easier to check Subject to guessing

Formative assessment

Summative assessment

MSDE 2006

The Stimulus
Sources of information for their response. What do you want to know? Where do you want students to find their evidence?

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Crafting Brief Constructed Response

Verbs are important. The Item should not be complex, even if the task is challenging. What the student has to do to respond should be clear and in the forefront Where the student gets the evidence to respond must be included Key words may be in bold mainly, most likely, mostly

MSDE 2006

Answering Brief Constructed Response

Actively read the question carefully Plan the response-use a graphic organizer if needed Write the response by using words from the question and state the answer clearly. Add text details in complete sentences Write a concluding sentence to wrap up your response Proofread the response

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Example
Describe the differences between Bob and Fred. Explain why a serpent often represents evil.

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Three Levels of Questioning

Literal Interpretive Critical

MSDE 2006

What Types of Question are used for BCRs?

Interpretive Critical

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Four Stance Questioning

Determining Meaning Interpreting Meaning Extending Meaning Connecting Meaning

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Four Stance Questioning

Determining Meaning Ex. Question: How did Goldilocks probably get her name? Interpreting Meaning Ex. What one word would you choose to describe Goldilocks character? Why would you choose this word?

MSDE 2006

Four Stance Questioning

Extending Meaning Ex. Question: What lesson does the story Goldilocks and the Three Bears teach? Connecting Meaning Ex. Question: If you could be any character in this story, who would you be and why?
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Scoring of BCR, Rubric

To score a 4 point item: 4 response is thorough and contains relevant support 3 response is sufficient and contains some relevant support 2 response is partial and contains limited Support 1 response is vague or minimal 0 response is incorrect or irrelevant
MSDE 2006

Scoring Questions
What are the formats a student may use to respond to the CR? Does the format relate to score? Can you create a CR item if the stimulus material is from viewing, listening or speaking?

MSDE 2006

What Makes a Good Response?

Shows evidence of making meaning from the text (Can you tell I read?) Responds to the question (Did I answer the question?) Provides text-based evidence to support the response (Did I include proof from the text that relates to the question?) Provides extension or clarification in relationship to the question to show enhanced understanding of the text (Did I make an interpretation?)
MSDE 2006

Things to Remember
Students must support their answers Students should not over rely on background knowledge Difference between vague and specific details. Include student self-assessment Should be crafted in every content area across the year
MSDE 2006