TEACH
ASSESS
“TEACH What You Want to Assess...
ASSESS What You Want to Teach.”
5
Open Response Questions
PETE 4400
Learner Assessment for Physical Education
Kirk Clayborn, MS
Chapter 5 Summary
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Definition of Open-Response questions
Open-Response questions VS. Essay questions
Characteristics of Open-Response questions
Types of Open-Response questions
How to write Open-Response questions
Tips when using Open-Response questions
How Can We Determine If Students
Really Understand Content Taught
AND Able to “Apply In Real World?”
Open-Response DEFINITION
 Open-Response: assessment option that allows
students to apply knowledge learned in class
to solve problem in real-world scenario
 MULTIPLE SOLUTIONS possible:
not just 1 correct answer
 Requires students to use
HIGHER-ORDER THINKING
skills and cognitive abilities
to create correct solutions
WHY Use
Open-Response Questions?
WHY Use Open-Response?
1. Encourages kids to THINK “OUTSIDE-THE-BOX”
2. Helps teachers IDENTIFY areas that students
UNDERSTAND and/or MISUNDERSTAND
what was taught
3. Teachers can assess students’
ABILITY TO USE information
IN REAL-WORLD settings
4. Students can develop their
PROBLEM-SOLVING SKILLS
5. If done well, can be enjoyable
for students and teachers to do
Open-Response Questions
Are NOT ESSAY Questions!
Open-Response VS. Essay
 Open-Response questions are
VERY DIFFERENT from essays in number of ways
 MOST-SIGNIFICANT differences
between 2 types of questions:
1. Essay type of questions
REQUIRE SPECIFIC ANSWER
2. Open-Response questions
can have number of possible
MULTIPLE SOLUTIONS
Open-Response VS. Essay
ESSAY:
Q: Explain what is meant by a man-to-man defense
and a zone defense in basketball.
OPEN-RESPONSE:
Q: Your team is about to play in the district finals
of a basketball tournament. Your opponent has
2 great guards who score most of the points, and
the other 3 starters usually take less than 10 shots
per game. Describe a good strategy to defend
your opponent, and give reasons for your choice.
Open-Response VS. Essay
OPEN-RESPONSE:
 Variety of solutions
 Reward creative thinking
 Higher-thinking skills
 Use students’ learning,
personal experiences
 Need more time to grade
 Real-world scenarios
 Reveals understanding
and MISunderstanding
ESSAY:
 Need specific solution
 NOT reward creativity
 Focus on knowledge
learned in class
 Graded fairly quickly
 Measure finite content
 More familiar type
 Can be difficult to see
understanding
CHARACTERISTICS of O-R Qs
GOOD Questions Need Following Characteristics:
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REAL-WORLD problem or scenario
ALIGN with learning OBJECTIVE(S)
MORE THAN 1 correct answer
Requires solution be EXPLAINED
Focuses on big ideas,
key concepts learned, or
important skills needed
CHARACTERISTICS of O-R Qs
GOOD Questions Need Following Characteristics:
 Presents SITUATION (SCENARIO) that students
find interesting or useful to know
 Uses higher-order thinking,
POWER VERBS to write Q-&-As:
“Describe, List, Compare, Analyze,
Contrast, Define, Discuss, Prove,
Summarize, Illustrate, Criticize,”
or etc…
5 TYPES of Open-Response
Basic Formats of Open-Response Questions Include:
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Single-Dimension question
Scaffolded question
Multiple-Independent-Component question
Student-Choice question
Response-to-Provided Information question
SINGLE-DIMENSION Question
 Straight-forward, MOST BASIC format
 Takes less than 15 minutes to answer
 Asks students to DRAW CONCLUSION
and SUPPORT THEIR RESPONSE
with explanations or examples
SINGLE-DIMENSION Question
Q:Your team has been criticized by opponents for
playing unfairly and poor sportsmanship. When
does behavior stop being a way to support the
team and start being an issue of fair play?
Explain the reasons behind your response,
and where possible, give examples
to clarify your answer.
SCAFFOLDED Question
 Question with MULTIPLE PARTS TO ANSWER
 Sequence of tasks that become more difficult
 NEXT PART or task DEPENDS ON response
to PREVIOUS question
 Success on subsequent
questions depends on whether
PREVIOUS PARTS
answered CORRECTLY
SCAFFOLDED Question
You see an advertisement for a new Abdomen Shaper
machine. The ad says for just $99, you can flatten
your abdomen muscles and look great for the pool.
A: What muscles should abdomen shaper exercise?
B: Identify several exercises that would also work
these muscles that do not require an apparatus.
C: Use a strip of foam tubing, create exercises that
work same muscles addressed by the Ab Shaper.
D: Decide whether to buy the Ab Shaper and explain
your reasons to support your response.
Multiple-INDEPENDENT-Component
 Independent questions that address same topic
 Have AT LEAST 3 PARTS
 RESPONSE to 1 part
NOT DEPENDENT on
another part answered correcly
Multiple-INDEPENDENT-Component
The BIG GAME is coming up, and you want to win.
To do so, you want to sharpen your batting skills.
A: Name several drills that you may use to improve
the power of your swing; explain purpose of drills.
B: Changing your bat may also be a way to improve.
What effect might different bats have on batting
power, and how can the bat affect your swing?
C: You popped-up to the shortstop during your
last 8 at-bats. Identify and explain reasons why
and propose solutions to correct your problem.
STUDENT-CHOICE Question
 Allows students to SELECT specific question topic
FROM LIST OF OPTIONS
 More difficult to grade because variety of answers
 Be sure OPTIONS SIMILAR:
NOT 1 too easy than other choices
STUDENT-CHOICE Question
Q:You just finished a unit on tennis and wish to learn
another sport. You noticed similarities between
hitting patterns found in tennis and those used in
another sport. Select volleyball, badminton, or
pickleball, and then compare the striking patterns
for your chosen sport and volleyball.
RESPONSE-To-Information
 Requires your students to respond to information
provided in question
 READINGS, GRAPHS, CHARTS,
or PICTURES provided
 TIP: be sure to allow time
to read and write
appropriate response
RESPONSE-To-Information
Q:Examine the pictures and descriptions below of
2 baseball gloves. Compare the 2 gloves, analyze
your game-play needs, and decide which glove to
buy. Explain specific advantages of glove that you
selected for your game. Note any benefits of the
other glove and explain
why you decided that
your chosen glove
is better suited
for your needs.
HOW Do I WRITE
Open-Response Questions?
How To WRITE Open-Response
8 Easy Steps To Write Open-Response Questions:
1. IDENTIFY STANDARD or knowledge to evaluate.
Sources may include: national/state, or local
standards, goals for unit tested,
and/or etc…
2. DETERMINE REAL-WORLD setting
3. WRITE SCENARIO for question
4. CREATE TASK for problem
to be solved
How To Write Open-Response
8 Easy Steps To Write Open-Response Questions Are:
5. WRITE RUBRIC to evaluate response
6. WRITE RUBRIC for students to understand
7. PILOT QUESTION before using
as graded question on test
8. REVISE and improve if needed
TIPS: Open-Response Qs
1. Start SLOW and keep it SIMPLE: 5-10 minutes
2. Consider TEACHER’S TIME to write and grade:
stagger questions over course
to lessen burden
3. Consider STUDENTS’ TIME
to answer question: fewer
questions raise quality of answers
and assess multiple content areas
at same time: think small #s
TIPS: Open-Response Qs
1. Remember managerial considerations: test setting
2. PILOT questions before using for grade
3. Be sensitive to EQUITY ISSUES
Equity Issue or Not?
Q: Fitness is a key component of many Physical
Education programs. 20 years ago, teachers
and students gave little thought to the value
of exercise. Today, obesity is a big issue affecting
Blacks and Latinos in inner-city Memphis.
Describe your current fitness levels and what
would be needed for you to become fit now.
Develop an exercise program for keeping fit
while you are in college that addresses
all 5 components of fitness.
Chapter 5 Review
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Definition of Open-Response questions
Open-Response questions VS. Essay questions
7 Characteristics of Open-Response questions
5 Types of Open-Response questions
How to write Open-Response questions
6 Tips when using Open-Response questions
Questions?
Open-Response Questions
Team Activity Assignment
Kirk Clayborn, MS
Fall 2011
Class Activity Assignment
1. Partner Teams write 5 open-response questions
and then provide answers to each
2. Write 1 question & response for each topic below:
 National standards for Physical Education
 Using performance-based assessments
 Teaching Manipulative skills
 Teaching Locomotor/Nonlocomotor skills
 Using types of physical fitness: cardio, muscle
strength and endurance, flexibility
Class Activity Assignment
 Grade based on quality of question & response
 Instructor to critique and discuss following week
 Submit typed summary for your team
by DUE DATE: Friday, October 28
PETE 4400 Schedule
Chapter 2 - Performance-Based Assessments: Oct. 7
Chapter 4 - Developing P-BAs: October 7
No Class - October 14
Chapter 3 - Rubrics: TODAY
Chapter 5 - Open-Ended Questions: TODAY
QUIZ #2 - Chapters 2, 3, 4, and 5: Next Friday
Chapter 9 - Assessing Team Sports: Next Friday
Plan Peer Teaching #2 - Paper & Pencil: Next Friday
Chapter 10 - Fitness Testing: November 4
Physical Fitness Test: November 4