Western University
Faculty of Arts, Humanities and Languages
Bachelor and Associate’s Degree
Academic Year 2024-2025
Major TESOL, Year 4 Semester 2
Course lecturer’s: Classroom Assessment
Lecturer: SAINT Meassngoun, Ph.D.
1st Mini Project
Chapter 9 : Constructed-Response Assessment: Completion,Short-Answer and Essay Items
Group: Thinking
Members:
1. Chean Pheany
2. Mao Nita
3. Hay Pisey
4. Sean Reaksmey
5. Houn SreyThom
Content
Introductory Case Study 244
Choosing Right Type of Constructed-Response Item 245
Completion Items 246
Short-Answer Items 248
Assessing Knowledge and Comprehension 249
Assessing Reasoning and Deep Understanding 251
Essay Items 253
Constructing/Selecting Essay Items 256
Scoring Essay 259
Technology-Enhanced Scoring of Constructed -Response Items 262
I. Summary 263
II. Introductory Case Study Answer 263
III. Suggestions for Action Research 264
Introductory Case Study
What Should Barry Include In his Presentation?
Barry, a fourth grade teacher was exceptional and meet his students in needs. Yet his book,
contained non computerized. He felt that his students should do computerized assessments
for their practices. moreover, with forms of assessment to help him understand his students
learning. Non-selected -response assessment also can provide him to get better
understanding individually students needed for their learning experience at deeper levels.
Choosing the Right Type of Constructed-Response Item
Pheany
Completion Items
The completion item offers the least freedom of student response, calling for one or two
answers at the end or middle of sentence. Completion items are a type of test question that
asks students to fill in a blank to finish a statement or answer a short question. Completion
items format is a question in which students are asked to answer a short question or finish an
incomplete statement by filling in a blank with the correct word, number, symbol, or short
phrase. One more, completion items are excellent for measuring how well students can recall
facts because of these strengths:
A/. They are easy to construct
B/. Their short response time allows a good sapling of different facts
C/. Guessing contributes little to error
D/. Scorer reliability is high
E/. They can be more quickly than short answer or essay items
F/. They provide more valid results that test
Short-Answer Items
Pisey .
Essay Items
Essay can tap complex thinking by requiring students to
oragnize and intergaret information,interpret information,give
explaination,evaluate the merit of ideas,and conduct other types
of reasoning. Athough more objective the essay is an excellent
way to measure deep understanding and mastery pf complex
information.
constructing essay items is involves several key principles to
ensure they accuately assess student learning.Coustruct the Item
to Elicil Skills Identified In The Learning Target or aligning with
learning target this is focus on what is your target? and you come
up with question. This is easier with restricted-response items
focuse on sinlge thinking skill. As in infernce that given example
“based on the cases presented, what is likely to occur in three
years? what can you infer about attitudes toward rehgion from
these posters?”. Writh The Item to Clarify the Specific Task to
make the essay question as specific as possible.
Scoring essay is a method for teacher can improve the
fairness the consistency. Scoring essay is invole with outline
acceptable ,appropriate scoring method,clarify the role of
writing Mechanics, scoring one item at a time, and keep the
identity of the student anonymous.
Technology-Enhanced Scoring of Constructed-Response Items
After I read this, I feel like the technology- enhanced too much for teacher to scoring of
constructed- response items in the class. It can make the teacher work faster than before and give
quick feedback to the student whether in class or at home. The programs can provide prompts,
have students generate responses, and then have the student submit the responses for immediate
scoring and feedback. For simple constructed responses items this is a very effective, objective
way of scoring.
I . Summary
This chapter confuse on three
II. Introductory Case Study Answer
Reaksmey
Barry’s continuum should mark each constructed-response item type with regard to the
following:
1, Required level of knowledge, understanding, and application
2, Ease of construction of items
3, Amount of content coverage
4, Reliability of scoring
5, Ease and speed of scoring
6, Length of student responses
7, Objectivity of scoring
8, Validity of scoring
9, Impact on student preparation for assessment
10, Level of student thinking required
Barry should advise teachers that when writing constructed-response items they should be
mindful of the following:
1, Avoid verbatim language from instructional materials
2, Avoid wording that provides verbal clues
3, Be precise when numerical answers are required
4, Use age-appropriate language
5, Use an appropriate question-stem for assessing a specific skill
6, Avoid giving students options for which questions to answer
7, Ensure procedures are in place for scoring
III . Suggestions for Action Research
Reaksmey
1. Create an essay question with scoring criteria (analytic or holistic). Provide examples of A,
B, and C responses and have four other students grade them. Compare their evaluations with
your own to assess consistency in grading.
2. .Analyze two or three textbooks in your subject area, identifying constructed-response test
items. Critique two completion, short-answer, and essay questions for effectiveness and
clarity.
3. Interview a teacher about their use of short-answer and essay questions. Collect examples
and evaluate them using the checklists from the chapter to assess their quality.
4. Observe students taking a constructed-response test that requires deep understanding. Note
how long they take to think and write their answers. If possible, review their responses and
evaluate them based on assessment criteria.
