Designing Your Extended Written Response Assessment

Create a Cover Page Include: A statement of purpose Is this an assessment FOR or OF learning (formative or summative), who are the users, what are the uses, where does this assessment fit in the plan for the unit? The GLCEs or HSCEs the assessment addresses. A target chart Include each target, and tell if the targets are included in the FIRST or SECOND question. Are the targets Knowledge and/or Reasoning?

1 2 Learning Target Knowledge Items Reasoning Items I can explain if a virus is living or not 1 I can compare/contrast bacteria and viruses 2

Learning Targets Knowledge Item Reasoning Item Question # I can interpret and explain information from a graph. 1, 2 2 I can solve one-step word problems using addition and/or subtraction. I understand math vocabulary such as, “more” “more than”, “less”, “less than”, “equal”.

Include Clear Directions Write them – even if you intend to read them to the students Directions: Provide complete directions, both for the overall test and for each item format. Directions include guidance for what is expected in the response as well as how to respond. 1. Directions tell the students the objective of the assessment 2. Directions tell students types of items found on the assessment 3. Directions tell students how many points items are worth 4. Directions tell students where to put name, hour, date, etc. 5. Directions tell students where to write their responses. 6. Directions tell students how much time they have to complete the assessment 7. Directions tell students what to do if they have questions 8. Directions tell students where to put assessment when finished 9. Directions tell students what to do when finished 10. Encouragement given.

9th Grade Biology

1st Grade Math 5 points 3 points 1 point I can write about the graph, and I included number amounts and words such as; “more”, “more than”, “less”, “less than”, “equal”. I can write about the graph and I included the number amount of the items on the graph. I can write about the graph. I did not include number amount or words such as; “more”, “more than” “less”, “less than”, “equal”. Question # 1 5 points 3 points 1 point I can write the correct answer and show how I solved the problem using a number model/sentence, picture or words. I can write the correct answer, but how I solved the problem in not clear or hard to understand. I can write an answer, but I did not show how I solved the problem. Question # 2

1st Grade Math

Types of questions to include Stand Alone Scenario Prompt Construct/Create This assessment must contain 2 questions – use 2 different types of questions (from above)

9th Grade Biology Scenario

Scenario and Prompt cat fish dog hamster 1 2 3 4 5 6 Students

9th Grade Biology Stand Alone

Set the Context, Specify the Reasoning, and Point the Way 9th Grade Biology Question 1: Are Viruses Living? We have learned a lot about viruses in this unit. We have also discussed the characteristics that all living things have in common. Imagine a panel of scientists is debating the issue of whether or not viruses should be considering living. They have examined the characteristics of living things and those of viruses, but are unable to come to a decision. They have asked you to help them decide. On the space provided, write a letter to the panel outlining your position on what they should decide. Be sure to use the characteristics of life when planning your response.

Include a place for students to write their response ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Include Holistic Rubrics (1 score) – Use Student Friendly Language 9th Grade Biology Learning target 5 3 1 I can explain whether a virus is living or not I have chosen an opinion clearly, and my evidence supports that opinion I have correctly and thoroughly explained examples of characteristics of life I have correctly and thoroughly described several characteristics of viruses I may have chosen an opinion that is unclear, or tried to support multiple opinions, or chose an opinion but failed to support it consistently I only explained some of the characteristics of life correctly, additional explanations may be present but not correct or explanations may be incomplete I only correctly described some of the characteristics of viruses, some descriptions may be inaccurate or incomplete I have defended multiple opinions or taken no position I have incorrectly explained the characteristics of life as examples I have incorrectly described the characteristics of viruses

Student Involvement 9th Grade Biology

Student Involvement 9th Grade Biology

Student Involvement 1st Grade Math