Constructed-Response Supplement
Purpose
The purpose of these assessments is to measure important learning outcomes drawn
from the content specifications for the Iowa Tests of Basic Skills (ITBS) and the
Iowa Tests of Educational Development (ITED), with an emphasis on knowledge and
skills best measured with an open-ended format. The Constructed-Response Supplement
(CRS) is available for levels 9-18 (that is, grades 3-12). Although the assessments
are untimed, most students will be able to finish each assessment in 30 minutes.
The CRS can be used in conjunction with the ITBS or ITED multiple-choice test batteries,
locally developed tests, and classroom assessments. Therefore, the CRS can serve
effectively as a multiple measure of the attainment of content standards and benchmarks.
In particular, the CRS provides a somewhat different assessment format than multiple-choice
tests because students construct answers rather than select them, a variety of approaches
can be used to correctly solve problems or respond to situations, many of the questions
have more than one acceptable answer, multiple modes of written communication can
be used to answer questions (for example, words, diagrams, symbols, and calculations),
and partial credit scoring is used.
Content Description
Thinking about Reading. The reading assessments are designed to measure students'
ability to understand and interpret what they read, and to communicate their analyses
and conclusions in writing. At each test level, the reading assessment consists
of an extended reading selection followed by 6 to 11 constructed-response questions.
Students provide their answers in a few words or in a sentence or two. All passages
for the reading assessments are excerpts from previously published works of fiction
and nonfiction in the content areas of science, social studies, or literature.
Thinking about Language. The language assessments are designed to assess
students' written language skills. The assessments reflect the editing and revision
stages of the writing process and the generation of ideas. The language assessments
require students to demonstrate their proficiency in using the conventions of standard
written English and their ability to apply generally accepted guidelines of effective
writing. The assessments measure students' written communication skills, with a
particular focus on the development and organization of ideas and the application
of the conventions of grammar, usage, and expression in contextual situations. Specifically,
the language assessments present students with stories, reports, and letters, and
allow them to demonstrate the following communication skills in context: identifying
writing problems and rewriting clauses and sentences to improve clarity, writing
original sentences appropriate to a function, and identifying and/or correcting
spelling, capitalization, punctuation, and usage errors commonly made at a particular
level of development.
Thinking about Mathematics. The mathematics assessments are designed to assess
students' understanding of mathematical concepts and procedures; their ability to
apply and integrate conceptual understanding and procedural knowledge in diverse
contexts; and their ability to reason, solve problems, and communicate mathematically.
The mathematics assessments consist of 10 to 17 open-ended exercises. Most exercises
require students to explain their reasoning or justify their conclusions, with ample
space provided for them to show their work. Each exercise is presented individually
or in a cluster that relates to a common data source presented in graphs, tables,
or short paragraphs. The mathematics assessments require students to analyze and
solve relevant problems, and to describe their thoughts and results using words,
diagrams, graphs, symbols, calculations, and equations. The assessments also provide
students with opportunities to: employ a variety of solution strategies to yield
valid results, generate responses to problems that have more than one answer, establish
and evaluate connections among mathematical concepts and procedures, and reason
inductively, proportionally, spatially, and deductively. The specific mathematical
content that provides the foundation for assessing these skills and abilities varies
from grade to grade. Across grade levels, this content includes: number relationships,
number systems and number theory, computation, estimation, patterns, functions,
algebra, statistics, probability, geometry, measurement, and discrete mathematics.
Scoring, Reporting, and Interpretation
Although centralized scoring services are not available, Iowa Testing Programs will
provide assistance and consultation in the implementation of local scoring. For
each test level, a Manual for Scoring and Interpretation is available to help implement
a local scoring program. One potential benefit of local scoring by teachers is the
opportunity this activity affords for professional development. Iowa Testing Programs
is committed to supporting Iowa schools in local scoring, to ensuring high technical
quality of the scores, and to providing a rewarding professional development experience
to all who participate in scoring sessions.
Whether used with the ITBS, ITED, or other assessment instruments, the Constructed-Response
Supplement can serve as a multiple measure of important learning outcomes. CRS scores
can be used for the following purposes:
-
annual reporting to the school board, community, AEA, or state
-
individual and group instructional decision making
-
monitoring progress on locally developed performance standards, benchmarks, or achievement
level indicators
Neither national nor Iowa norms are available for the CRS. Therefore, local norms
(that is, comparisons within districts) are necessary for using CRS scores to determine
the relative strengths and weaknesses of students across content areas or the status
of individual students relative to their peers. Iowa Testing Programs can assist
districts in developing local norms for these purposes. CRS score reporting services,
nationally normed scores for combined CRS/multiple-choice reporting, and reports
of student achievement in terms of performance standards are not available to Iowa
schools from Iowa Testing Programs. However, such services may be provided in the
future depending on the need expressed for them by Iowa educators.
Materials and Support
Specimen sets, consumable test booklets, directions for administration, and manuals
for scoring and interpretation may be ordered directly from Iowa Testing Programs
using a separate order form, which indicates pricing. Exact quantities may be ordered,
but once materials are delivered they cannot be returned. A school should order
sufficient copies for each administration of the assessment because all CRS materials
are copyrighted and should not be photocopied.
Iowa Testing Programs can assist schools and districts in using the Constructed-Response
Supplement. Schools can call ITP for additional information, or to discuss the need
for consultation concerning potential uses of the CRS, guidance in developing and
implementing local scoring services, assistance with the development of achievement
level indicators that are aligned with local performance or curriculum standards,
and the interpretation and use of CRS scores.
