Many, many (far too many to admit) years ago comedian Rodney Dangerfield starred in a movie called Back to School. I don’t necessarily recommend going back to watch it, but there was one memorable scene in which Dangerfield’s character has to sit in front of his professors to complete his final exam. One professor says, “I have only one question . . . “ As Dangerfield smiles, surely feeling relieved at only one question, the professor continues, “. . . in 27 parts.”
Author Susan M. Brookhart – and any other educator with any sense – would likely not approve of such a question. That is not to say that extended response questions should not be used. Quite the contrary. They should be used, but only if they are properly constructed. In the book, Classroom Assessment Essentials, Brookhart shares some guidelines for writing constructed response questions (p. 134). The information below is a cursory overview. I highly recommend you check out Brookhart’s book for further detail.
- Short Answer (Restricted Response) Items: Use several short answer questions instead of one long extended answer question if possible. Be clear in the prompt, so the response is focused on a single point. Aim for higher-order thinking questions. Share the scoring criteria with students.
- Extended Response Items: Think about going deep into a small amount of content. Develop open prompts that lead to higher-order thinking. Assess logic only if the question clearly contains opinion options for response. Be clear in the prompt, so that students don’t have to ask questions about what you want. Suggest an appropriate response length. Share the scoring with criteria. Allow ample time for thought and writing.
As you prepare for next week, think about the constructed response questions you will bring before your students. Use these guidelines to create prompts that cause students to think deeply and express their understanding. You and your students will be glad you did!
Phil Harrison Coaching 