Fill in the Blank
"Fill in the blank" items require that students respond to a question or complete a statement by supplying a word, phrase, sentence, or number. Incomplete statements may require a very brief response or a response of one or more sentences or phrases.
Benefits: . May be used to assess higher level thinking as well as lower level thinking
. Requires creation (rather than merely recognition) of correct response
. Often allows for simple scoring with answer keys or sets of answer cues given the limited scope of ideas required to complete these items
Drawbacks: . The required response is brief and does not provide the opportunity to provide evidence of the application of content or concepts
. Except for instances in which letter or number recognition technology can be implemented, responses to this type of item require hand-scoring
Guidelines: . Ensure that range of anticipated responses is open-ended; if there is truly only one possible response, consider re-crafting as a selected response item
. Word items so that the expectations for responses are clear
. Carefully consider the placement of response lines, so that students do not have to read through the whole question to understand the general nature of the response being sought
. Include only 1–3 response lines in any given item; consider developmental appropriateness in determining number
. Use number of response lines to provide a “signal” as to the extent of response (e.g., word, phrase, sentence)
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Short Answer
Short-answer items require that students respond to a question or imperative by generating a brief text, typically from one or two sentences to a paragraph in length. This item format requires that students select, organize, express, and extend their ideas and understandings. Benefits: . May be used to assess higher level thinking, including application and extension or interpretation
. Requires actual creation (rather than recognition only) of correct response
Drawbacks: . Responses require hand-scoring
Guidelines: . Ensure that range of anticipated responses is open-ended; if there is truly only one possible response, consider re-crafting as a selected response item
. Word items so that while students may not necessarily respond in identical ways, the expectations for that item are clear
. Use a clear cueing verb (e.g., explain, describe, analyze, support, illustrate, defend, discuss, etc.) to ensure that students convey their thinking and understanding
. Use numerical cues thoughtfully, so that quality, rather than the quantity, of response is the focus
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Label a Diagram
"Label a diagram" items require that respondents add labels to provide information about a visual stimulus (e.g., a drawing, diagram, schematic). Activities may include identifying component parts and the arts vocabulary for those parts; materials used for various parts or elements; observed, hypothetical, or anticipated movements; and relationships among parts of a visual representation. These items may be coupled with a short answer to extend and expand upon information supplied through labels.
Benefits: . Less dependent on writing skills than some other types of brief constructed responses
. Allows for other evidence of learning and understanding
. Tends to encourage student interest and engagement by using visual stimulus
Drawbacks: . Lack of familiarity with item type may impact performance
Guidelines: . Ensure that there are multiple anticipated responses; if there is truly only one possible response, consider re-crafting as a selected response item
. Word items so that the response expectations are clear
. Use pictures, diagrams, or other fields that are clear and sufficiently detailed to support response desired
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Visual Representation
Visual representation items require that students create simple graphics (e.g., sketches, schematics, diagrams). The intent of visual representation is to generate evidence of understanding the gist of an idea, a key concept, or its application.
Benefits: . Less dependent on writing skills than many other types of brief constructed responses
. Allows for an alternative evidence of learning
. Novelty of item format encourages interest and engagement
Drawbacks: . Lack of familiarity with item type may impact performance
Guidelines: . Ensure that the range of anticipated responses is open-ended; if there is truly only one possible response, consider re-crafting as a selected response item
. Word items so the expectations for that item are clear
. Provide sufficient information (e.g., in terms of space, symbols to be used, visual field) to support the desired response
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Show Your Work
"Show your work" items take the form of preparatory work for the creation of a product, performance, or extended text. These items may be treated as one component of a task leading to a final product or may be stand-alone, as evidence of preliminary thinking and problem-solving. A response to these items may take the form of label a diagram or visual representation, and may also take the form of a synthesis of multiple brief constructed response item types.
Benefits: . Less dependent on writing skills than some other types of brief constructed responses
. Allows for an alternative evidence of learning or understanding
. Novelty of item type encourages interest and engagement
Drawbacks: . Lack of familiarity with item type may impact performance
Guidelines: . Ensure that evidence of understanding lends itself to response through words, images, symbols, and diagrams
. Ensure that the range of anticipated responses is open-ended; if there is truly only one possible response, consider re-crafting as a selected response item
. Word items so that while students may not respond in identical ways, the expectations for that item are clear
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Example (PDF: 16KB)