
Effective schools use a recursive cycle of
assessment and analysis to examine student
performance
from data generated to
drive instruction.
Standards
Instructio
n
Assessmen
t

Reflective teachers carefully analyze state
standards to understand the skills and
processes needed to demonstrate mastery of
the content.
Standards
Instru
ction
Assess
ment

Students are seldom asked to demonstrate
“How do you know?” or “How did you get that
answer?” or “Why do you think so?” or “Show
me proof that answer is correct.”
Standards
Instructi
on
Assessme
nt

This lack of cognitive follow-through in our
classrooms leads to shallow thinking and
encourages students to simply try to guess
the correct multiple choice response.
Standards
Instructi
on
Assessme
nt

In real-world situations, students must be
able to apply knowledge and use thinking
strategies to analyze, synthesize, and
evaluate information.
Standards
Instructi
on
Assessme
nt

This performance gap can be analyzed
through a constructed-response which
demonstrates student’s skill level as well as
processes with the
the concept.
Standards
Instructi
on
Assessme
nt
Reading Selection Title___________________________________
Text Type:
Test Item
Question
Constructed Response
Text Evidence
Student Achievement
Through
Constructed Response
Teacher
Toolkit
Developed by: Marie Heath, M.Ed.
Richardson ISD
Secondary ESL Specialist
Marie.heath@risd.org
Marie Heath 2014
Page 1
Constructed Response Introduction
Any good carpenter knows having the right
tools makes the job at hand easier. Hopefully
this toolkit will make it easier for you to “build”
and use constructed response assessments.
The materials in the toolkit are organized so that
you will gain an understanding for what is
constructed response.
Research based evidence as to why it is important to use
constructed response. Also, why a constructed response
assessment will warrant the time and energy required to design
and use it in your daily teaching.
You will learn how to design constructed
response assessments for students at your grade
level. There is rigid method to creating a good
constructed response assessment, but there are components that
you should try to include in each one. You will find included a
template to use to ensure that you consider each of these
components
Finally, the scoring of constructed response assessments is
addressed. So dig in and find the right “tools” for the job of
teaching and assessing with constructed response in an
authentic way!
Marie Heath 2014
Page 2
What is constructed response assessment?
A constructed response assessment is
one that asks students to produce an
answer, not just select one.
Here are some characteristics of a constructed response assessment:
• Constructed response, as its name implies, asks students to
construct, create, or, in other words, “do” something to build their
answer to a question or problem.
• Constructed response does not ask students to choose a correct
answer form several possibilities, match terms with definitions, or
decide whether a statement is true or false.
• Constructed response assessment may take longer for students to
complete than selected response, but the benefits will be worth it.
• The justification for a constructed response assessment can take
many forms:
Written
justification
Model
Labeled diagram
Graph
Computation
Explanation
Graphic organizer Connection to Prior
Learning
Diagram
Formula
Marie Heath 2014
Quotes from the
text
Timeline
Page 3
Why use constructed response assessments?
Constructed response assessment is a
quality learning opportunity for
students and a more authentic
assessment tool for teachers.
The importance of constructed response assessment:
• Constructed response entails students to write what they know which
writing in the content area increases understanding and helps support
student learning.
• Writing what you know demands thinking and writing is an active
process. Students are not able to remain passive.
• It requires higher level thinking to respond to the question.
• When requiring students to justify their response, it activates
metacognition and students learn how to “think about their thinking.”
• It organizes and clarifies a student’s thoughts.
• Writing will increases retention because an additional learning mode
has been employed.
• Students are not just listening; they are also kinesthetically involved
• Helps students gain total picture of concept or process.
• Constructed response enables the teacher to see immediately who
doesn’t understand and what isn’t understood.
• Teachers are able to see where the breakdown may be in learning
whether it is the skill, process, or vocabulary.
• Using CR provides students with less test items, but with deeper
thinking and understanding of the concepts.
Marie Heath 2014
Page 4
How to create your own constructed response
assessments.
A constructed response question
should focus on the standard being
tested to produce a clear
understanding of what students have
learned
Strand/Text Type:
The strand should be identified to help students to have a
clear construct and to create a schema of the organization of the content area.
Response:
•
•
Student’s response to the question
Students use the author’s words from
the question to respond
• Student must respond in complete
sentences
• Response should be clear and simple
• Mastery of the skill is identified
Justification:
•
•
•
•
•
•
•
Marie Heath 2014
Student’s justification explaining why
their response is correct
Students must give specific evidence to
justify their response
Students my include reflections from
teachings from the classroom or real
world knowledge
Students make connections from prior
learning
Graphic representations can be used to
demonstrate understanding
Mastery of the process is identified
through students justification
If processes are used, they can be
demonstrated through formulas,
computations, graphs, etc.
Page 5
CR Products
The following are some ideas of products that
students may use in their justification section of their
constructed response. This list is not all-inclusive, but
it will give you some ideas when considering the type
of skills you want your students to demonstrate.
•
•
•
•
•
•
•
•
•
•
Written explanation to justify their response
Venn Diagrams for comparisons and classifications
Lists to organize information with a related topic
Labeled diagram to display understanding of whole-to-part
relationships
Solution to a problem to demonstrate the process used in solving
the problem
• Model to give a visual representation of ideas and
concepts
• Formulas used to calculate a response
• Word associations to provide understanding of
vocabulary words. Can be in the form of synonyms,
antonyms, cognates, and for ELL students, occasional native
language words to clarify understanding if very limited in their
English.
Reflections from previous instruction pertaining to the topic
Connections to real world events
Graphs to summarize data
Timeline to display information chronologically
Cause and Effect to identify the results from an event
Marie Heath 2014
Page 6
Constructed Response Development Process
Clearly identify the concept or skill you want to assess.
Decide what you want your students to “construct”. What will the justification
include? Ex. Written response, labeled graph, diagram, etc.
Whenever possible, Design a real-world prompt connected to your students’ lives to engage
them and provide a context for the assessment.
Create the task you will ask your students to complete. Be clear as to what the product should
look like and include. Ex. Text, stimulus, graph, chart, excerpt, etc.
Create a scoring rubric which will include the points for skill demonstrated in the constructed
response as well as points for their justification/process used to construct a response.
Score the responses using the rubric focusing on the skill and process standard being tested. Grammar
and lack of vocabulary to express ideas should not be counted off unless it is part of the assessed skill.
If students construct an incorrect answer, they should be allowed to review and correct their response
while providing an explanation to their erroneous thinking. This enables students the opportunity to
utilize the highest cognitive level of thinking (evaluation) while giving students the opportunity to gain
deeper understanding of the concept.
Marie Heath 2014
Page 7
Constructed Response
Template
Write the standard you will be assessing?
What are the key concepts your students will need to understand for this response?
Is there a process they will need to use
to justify their response? What are the
steps needed to demonstrate
understanding of the process?
1.
2.
3.
4.
5.
6.
What are the key vocabulary words that
need to be used to demonstrate
understanding of the concept?
•
•
•
•
•
•
Determine how many points will be assigned
to the different levels of proficiency and
areas.
Strand:
Correct__________
Incorrect_________
Constructed Response:
Advanced ______________
Satisfactory_____________
Unsatisfactory___________
Marie Heath 2014
Evidence/Justification/Process:
Advanced______________
Satisfactory_____________
Unsatisfactory___________
Page 8
Scoring Constructed Responses
To prevent scoring of student’s constructed response from becoming
subjective, a rubric is needed to set the criteria. Rubrics should address
the concepts and skills you wanted to assess with the given students tasks.
The rubric is an important part of the constructed response assessment for
several reasons:
1. Unlike selected response, true/false, matching, or multiple choice
assessments, a constructed response will not always be clearly right
or wrong. A well-designed rubric makes the job of scoring CR
assessments quicker and easier. The more specific the rubric, the
less room there will be for subjective assessing.
2. You can never predict all possible responses and with some
responses it will be difficult to determine whether the student really
understands the concept or not. Creating a rubric with various
possible student responses will help to identify knowledge of the
concept.
3. Points can be varied according to the area of focus. More or less
points can be weighed in either
the response section or the
justification section according to
the level of cognition,
understanding, and verbal
communication of the concept
being tested.
Marie Heath 2014
Page 9
Steps to Creating a CR Rubric
Consider the concept, skill, and/or standard being tested.
Category section: Students should be able to identify the category/strand in which
they are being assessed.
Response section: (Level 0-4) Decide what important content ideas you want your students
to know and express in their response. Create a list of acceptable and possible responses.
Justification/Evidence section: (Level 0-Advanced High) Consider the thinking process that will
be needed to provide evidence of mastery of the concept. Will it only be a written explanation
or will a skill be included to demonstrate a process.
Decide how many total points the CR will be worth overall and how many of the possible
correct responses the student must include for an advanced score, a satisfactory score, and an
unacceptable score. It is recommended to use the STAAR performance descriptors in your
content area as a guide to the different point values assigned.
(http://www.tea.state.tx.us/student.assessment/staar/performance-standards/)
Marie Heath 2014
Page 10
Constructed Response Proficiency Levels
LEVEL Advanced High
This response shows understanding of the content, question, and/or problem. The
response is insightful, integrates knowledge, and demonstrates powerful application.
The application shows powerful evidence of higher order thinking skills.
Concepts are accurate and well supported.
There are no misconceptions.
The response is comprehensive.
LEVEL Advanced
This response shows some understanding of the content, question, and/or problem.
The response includes appropriate application that demonstrates evidence of higher
order thinking skills.
The application shows some evidence of higher order thinking skills.
Concepts are accurate and supported.
There are no interfering misconceptions.
The response may not develop all parts equally.
LEVEL Satisfactory
The response shows knowledge of the content, question, and/or problem. The
response is acceptable with some key ideas. The response shows little evidence of
application.
The response includes some basic ideas.
The response provides little or no support.
There are minimal misconceptions.
LEVEL Unsatisfactory
This response shows minimal knowledge of the content, question, and/or problem.
The response is related to the question, but is inadequate.
The response includes incomplete or fragmented ideas or knowledge.
There may be significant misconceptions.
LEVEL 0
The response is completely incorrect or irrelevant. There may be no response.
Marie Heath 2014
Page 11
What is constructed response?
From the words of Ha, a former 6th grade
student…
“My teacher Ms. Heath taught me an incredible way of
answering questions without answer choice. She told me it was
simple. You have to respond your answer then you have to tell
how do you know that’s the answer or where did you get that
answer. All of Ms. Heath student do it. It’s called constructive
response. First you have to read the story (any story). Second
you read the question (make sure you understand it). Third you
answer the question in a complete sentence by starting using
the author’s words. Forth you have to tell why is that the
answer, where did you get the answer or how did you know if
that your correct answer to your question for your evidence.
That is how I do it to pass my test every day. I get a lot of high
grades because of the constructive response.”
H T
Bibliography
Heath, Marie, 2013. Constructed Response for Higher Thinking. TxTESOL, Dallas, Tx.
Heath, Marie.; Pflug, M. 2013 Eliminating the Achievement Gap. UTA, Arlington, Tx.
Heath, Marie. 2013 Closing the Achievement Gap in the Content Areas. CAST,
Converence, Desoto, Tx.
Heath, Marie. 2013 Student Achievement through Constructed Response. TCTELA
Conference. Dallas, Tx.
Heath, M.; Pflug, M,. 2013. Constructed Response in Science. CAST Institute. Desoto,
Tx.
Kilgo, Margaret. 2011-12. Data Driven Decisions Reading. Reading Workshop, Austin,
Tx.
Kilgo, Margaret. 2012-2013. Assessment Workshop Reading. Reading workshop,
Austin, Tx.
Maryland Department of Education School Improvement Site.
Spencer, Pete. Constructed Response in Science Toolkit. Michigan.
Tankersley, Karen. 2007. Tests that teach: Using standardized tests to improve
instruction. ASCD
Marie Heath 2014
Page 12
Chapter 7
Adapting Materials for English Language Learners
Please note: The term limited English proficient (LEP) and English language learner
(ELL) are both used to describe students who are not native speakers of English. The
term ELL is more frequently used in recent literature in the field and as such is used
more frequently in this guide. However, the terms are interchangeable.
The published materials available to a teacher are never wholly adequate. All groups of
learners are unique, with different needs and interests that cannot be met by a single
textbook written for a generalized audience. As such, teachers find that they must go
searching for the materials that they need or create new ones. This is especially true of
teachers in blended classrooms, where the texts used are often not entirely appropriate for
ELLs. While creating new materials from time to time is probably unavoidable, it is not
reasonable to expect a teacher to create all the class texts (that is, readings, handouts,
worksheets, etc.) himself.
Previous chapters in this series have explored how CTE instructors can modify their
teaching for a blended classroom. This chapter discusses how the instructor can modify
course materials in order to make them more accessible - easier to read and understand for English language learners (ELLs). A short reading passage and its adaptation for
ELLs are included as an example of the application of some strategies and techniques
introduced here.
Improve Readability
CTE teachers can make some texts more accessible for ELLs without changing the
wording at all. The techniques outlined can draw attention to key parts of the text,
allowing ELLs to grasp the most important information, even though they may not be
able to read it in its entirety. The techniques, which involve changing the appearance of
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the text or changing the instruction and activities built around the text, are useful for
readings that are too long to re-write or adapt in other ways.
•
Highlight key information
Call ELLs’ attention to key words, concepts, and the main ideas of a text by
highlighting them. Highlighting can be done with the use of different colored inks or
by underlining, circling, italics, or bold type.
•
Preview vocabulary
Identify the vocabulary in a passage that is the most important and/or the most
difficult. Difficult words include those that are uncommon, particularly long, or very
technical. In addition to highlighting these words, they can be glossed (defined) and
discussed before students do the reading and reviewed afterwards.
•
Use pictures and props
Find photos, illustrations, and items that can be used before and after a reading
assignment to help clarify meaning for ELLs. Photos and illustrations can sometimes
be found on the internet, in pamphlets, and in other textbooks. For example, for a
reading on electrical safety, show pictures of the items and practices in the text or
bring in the tools and safety items themselves to show and use in a demonstration.
•
Use graphic organizers and outlines
Graphic organizers are visual devices that teachers use to make words and concepts
more easily accessible for all learners, not just ELLs. These organizers can be used
before a reading to help students brainstorm answers to a question related to the text
and to access their background knowledge on a topic. They can be used during a
reading to make concepts clearer or after a reading as well to review and expand upon
the concepts in the text. Graphic organizers include timelines, flow charts, Venn
diagrams, and word webs. Teachers can find free and customizable graphic
organizers on Web sites for educators such as the following:
http://www.teachervision.fen.com/graphic-organizers/printable/6293
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•
Increase “white space,” font size, and use of headings
Even if you do not have the time to change the words in a text, you can make it more
accessible by changing its formatting. If you have an electronic copy of the reading,
chunk the parts of the reading into small sections with bolded headlines. Leave more
empty space between each section and between the lines of the text. This is often
referred to as “white space,” and it can help a text look less dense and more inviting
for ELLs, as well as help them more quickly locate and take in main ideas. If the font
used in the text is small, make it a little larger.
•
Tape the text
ELLs learn best when the same information is presented in different ways. Consider
asking a native English-speaking student to read a passage out loud into a recorder (or
do it yourself) and provide tapes along with the text for ELLs to take home.
Adapt Texts
Short texts can be adapted for the ELLs in a blended classroom. In this sense, to adapt
means to change the wording of the text in order to make it easier to read. It is important
to note that adaptation simplifies the language in a text, but not the content. ELLs need
access to grade-level content. Adaptation increases this access without simplifying the
concepts contained in the text. Instructors are encouraged to adapt only those texts that
are relatively short (between 1-5 paragraphs) and central to the themes of the lesson.
The following strategies can guide the CTE instructor in modifying important class texts
for ELLs.
•
Identify main ideas and key words
In preparation for adapting a text, read it a few times. Identify its main ideas and the
vocabulary that is key to those main ideas. Underline these or list them separately as
points of reference – these items must be clear and salient in the adapted version of
the text. It is also recommended that you write an outline of your adaptation before
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you begin to write to ensure that ideas flow logically and that all important points are
covered.
•
Be consistent
The structure of the adapted passage should be clear and consistent. It is
recommended that you begin each paragraph or segment with a clear topic sentence
and follow that with a few supporting sentences that provide more detail. This
practice can provide important predictability and clarity for the ELL.
•
Shorten sentences
Whenever possible, break long, complex sentences into two or more sentences. Make
sentences short and straightforward and eliminate unnecessary words or clauses. For
example, consider the following sentence about first aid for burns:
After the burn becomes cooler, apply a moisturizer or aloe vera gel to the burn to
reduce scratching and itching and to keep the skin moist.
This sentence could be broken up into three shorter sentences without any loss of
meaning:
Let the burn cool. Then, put on a moisturizer or aloe vera gel. Moisturizer or gel will
keep the skin moist (a little wet) and reduce scratching and itching.
•
Simplify grammar
Grammar can also be simplified. To some extent, this may happen naturally when
you shorten sentences. In addition, use simple tenses (e.g., I ate vs. I have eaten),
difficult-to-define words like nevertheless and insomuch, and the active voice (e.g.,
Tom ate the apple.) instead of the passive voice (e.g., The apple was eaten by Tom).
•
Simplify vocabulary
Replace long, uncommon, or otherwise difficult words with shorter, simpler words
when possible. For example, ascertain could be replaced with find out; obstruct could
be replaced with stop. Other words that are not central to the meaning of the passage
can be omitted altogether.
UNT in partnership with TEA, Copyright ©. All rights reserved. 4
•
Rephrase complex ideas
If a sentence or passage is too difficult to superficially modify, you may need to
completely rewrite it. If that’s necessary, don’t lose the main idea of the original text.
•
Clarify
In addition to simplifying and eliminating words and sentences, you may also have to
add some clarifying language as well. Where necessary, add examples to illustrate a
point or give the meaning of a word in parentheses.
•
Consider text appearance
When adapting a text, do not forget to utilize the previously mentioned techniques
for improving the appearance and accessibility of a text. Incorporate plenty of “white
space,” create bolded headings for different sections of the text, and increase the font
size slightly for better readability.
Example of Text Adaptation
The following is a brief passage on first aid that might appear in a book or article used in
class. After that, an adaptation of this passage is presented. As you read both texts, try to
identify the strategies that were used in the adaptation process.
Original Text:
A bystander is often the first to encounter an emergency situation. If you are the first to
reach an ill or injured individual, immediately apply the basics of first aid. First, if
another person is present, ask him to call or locate help. If you are not trained in first aid
and another person is not present, you may decide that you need to leave the injured party
and seek help. If you stay, ascertain that the victim is out of danger without putting
yourself in harm’s way. If the victim must be moved, do so with extreme care. Otherwise,
refrain from moving him, due to the possibility of spinal injury. Next, if you are trained
to do so, apply basic first aid: clear the victim’s airway, check for respiration, and
perform rescue breathing. Then, check for circulation and, if necessary, perform CPR. If
the victim is bleeding profusely, apply pressure to control it as much as possible.
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Adapted Text:
First Aid
Part A. Instructions: Discuss the meanings of the following key words with your
teacher:
injured
first aid
hazards
to clear
pressure
Part B. Instructions: If you see a person who is injured (hurt) or sick, apply first aid:
•
Get help first
Call 911 or send another person for help. If you are alone, decide if you should leave
to get help.
•
Look around for hazards
Make sure the victim (the hurt person) is out of danger. Make sure you are safe, too.
•
Do not move the victim.
Do not move the victim. He may have injuries to his neck or spine. If you need to
move the victim out of danger, move him very carefully.
= spine
UNT in partnership with TEA, Copyright ©. All rights reserved. 6
•
Apply first aid
If you are trained, apply first aid:
-
CLEAR the airways (the nose, mouth, and throat). Make sure nothing is
blocking the victim’s breathing.
•
-
CHECK for breathing.
-
DO rescue breathing.
-
CHECK for circulation.
-
DO CPR, if necessary.
Apply pressure
If the victim is bleeding a lot, apply pressure (press down) to control it.
Other Strategies
In addition to the changing the appearance or the wording of difficult texts, instructors
can employ other strategies to increase ELLs’ access to course content.
•
Decrease the amount of work
Once you have identified the main ideas of a lesson, consider lessening the work load
on ELLs. For example, ask them to read a little less than their native speaking
classmates or do a little less homework, while making sure that the reading and
homework they are required to do contain the main ideas and key information from
the lesson.
•
Increase opportunities for practice, discussion, and review
While you may decrease the amount of input for ELLs, you can increase the ELLs’
opportunities to interact with the text and the new ideas and information it contains.
Create more opportunities to practice the new information learned in the text, through
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class or small group discussions, review exercises, debates, role plays,
demonstrations, and other activity types.
•
Work with an ESL teacher
ESL teachers and other school staff trained to work with ELLs can be excellent
resources to the CTE instructor. Take advantage of opportunities to work with these
professionals. They can provide assistance and guidance in the adaptation of
materials, suggest or even help design activities to help ELLs practice and review the
content of texts, and may even have materials to share.
Conclusion
ELLs needs access to the same content as their English-speaking peers in a blended
classroom. However, the complex or technical language in which classroom texts are
written can be a barrier to that access. Through adaptations that change the appearance
and/or wording of a text, as well as through the instruction and appropriate activities, the
CTE instructor can help ELLs understand and learn important course content.
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References
Burkart, G.S., & Sheppard, K. (2002). Content-ESL across the USA: A training packet.
Washington, DC: Center for Applied Linguistics.
Carrasquillo, A.L., & Rodriguez, V. (1996). Language minority students in the
mainstream classroom. Buffalo, NY: Multilingual Matters LTD.
Echevarria, J., Vogt, M.E., & Short, D. (2004). Making content comprehensible to
English language learners: The SIOP model (2nd. ed.). Boston: Allyn & Bacon.
Gillespie, M.K. (1996). Learning to work in a new land: A review and sourcebook for
vocational and workplace ESL. Washington, DC: Center for Applied Linguistics.
Irujo, S. (2006). Please don’t tell me that I have to create all my own materials! Retrieved
June, 3, 2009, from http://www.coursecrafters.com/ELLOutlook/2006/jan_feb/ELLOutlookITIArticle6.htm
Keller, J.J., & Associates, Inc. (2000). Keller’s official OSHA construction safety
handbook. Neenah, WI: J.J. Keller & Associates.
Note: Clipart is courtesy of Discovery Education School’s Clipart Gallery and is
available for use by teachers at
http://school.discoveryeducation.com/clipart/category/hlth0.html
and Teacher Files.com at
http://www.teacherfiles.com/clip_art_symbols_signs.htm
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