Beginning With the End in
Mind
Planning Higher-Level Multiple Choice
and Open Response Assessment
Items
Tom Stewart
 “If
you don’t know where
you are going, any road
will get you there.”
 Lewis
Carroll
 “If
you don’t know where
you’re going, then you’ll
end up somewhere
else.”
 Anon.
Begin With the End in Mind….

Turn to a partner and briefly discuss a
time you used this kind of “begin with
the end in mind” approach in any part
of your life.

Explain how it worked for you.
Two main criteria for judging quality
of multiple choice questions:

Content



Structure



Is the content written to the appropriate DOK
level?
Does the question address the core content
students are expected to master?
Question stem
Answer choices
ACTIVITY
Group Activity

JIGSAW

5 types of multiple-choice questions.

These are the formats for questions
that require higher-level thinking.
JIGSAW Group Roles:



Facilitator
Speaker
Recorder
JIGSAW Instructions

Handout.
Individual/Pair Activity


Using notes, handouts, the resource guide,
and the combined curriculum document,
practice writing a higher-level multiple
choice question using one of the previously
discussed formats to facilitate higher-order
thinking. This will begin as an independent
activity.
Then, as you finish, begin to collect and
offer constructive, collaborative feedback to
your colleagues.
Break
Beginning with the end in mind …
continued….
Strategy Break –
Etch-A-Sketch
Not this…
…but this…

One of many Thoughtful Education
strategies constructed and compiled
by Silver, Strong, and Perini and based
upon Marzano’s research.

Specifically, a tool for building
students’ note-making skills.
…from this:
Overview – The 5 Types of
Open Response Questions


Please draw pictures or icons of the
main points of my lecture as I tell you
about the 5 types of open response
questions.
I will guide you. As I move to the next
type of question, please move to the
next box on the page to sketch your
picture.
Type 1: Single Dimension

Asks or gives a straightforward
question or task which requires
explanation.
Example:
Rivers provide several advantages to cities. Many
Kentucky cities are located near large rivers.
Describe three important advantages that the rivers
provide these cities. Explain why each advantage is
important.
Type 2: Scaffolded



Multiple parts
Each question labeled separately
Each subsequent part relies on
the student getting the first part
correct.
Example:
In the story you have just read, Trevor is a complex
character.
A. What traits would you use to describe him?
B. How do these traits affect the people around
him?
Type 3: Response to Provided
Information

Student responds to passages,
data or graphics.
Example:
A)
B)
The students in Ms. Chung’s class bought candy that came in
small bags. Each student reported how many pieces of candy
were in his or her bag. Here are the amounts: 16, 19, 18, 19,
20, 17, 21, 18, 19, 18, 16, 15, 14, 18 , 17
Make a graph, table, chart, or organized list that demonstrates
the above data.
Ms. Chung also bought a small bag of candy. Based on the
data above, predict how many pieces of candy might be in her
bag. Explain your thinking.
Type 4: Student Choice

Provides options from which students
choose.
Example:
You must teach your friend to strike a ball
in one of the following activities:
a. Golf
b. Softball
c. Tennis
d. Baseball
Select one activity and describe the proper
steps in preparing, striking and ending a
swing.
Type 5: Two or More Independent
Components


Question has multiple parts.
One part does NOT rely on the previous
part being answered correctly.
Example:
A)
B)
This picture shows a sealed bottle with some water in it. It is a
model of the water cycle.
Use what you see in the bottle and explain the water cycle.
Predict how life on earth would be different if water did not go
through the water cycle.
Next steps…

Meet with a partner and examine each
others’ pictures.

With your partner, collaboratively record
big ideas and important details for each of
the five types.

Reflection and discussion: What worked?
Where did I struggle? How might I adapt
this strategy for use in my classroom?
An open response question is…

a way to assess student progress.

a question with a right answer, but with more than
one way to arrive at the answer.
an application of knowledge to real-world
situation.
an example of writing to demonstrate learning.


An open response question is not…




a grammar and/or spelling test.
a task based only on “recall” skills.
a question with only one way to arrive at the
answer.
an assessment of a student’s writing style.
Final Thoughts…



Assessment items are not afterthoughts.
Be intentional when planning for content,
structure, and depth of knowledge.
Allow students to experience all appropriate
types of assessment items.


Summative
Formative