<p>Fill in the Blank </p><p>"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.</p><p>Benefits: . May be used to assess higher level thinking as well as lower level thinking </p><p>. Requires creation (rather than merely recognition) of correct response </p><p>. Often allows for simple scoring with answer keys or sets of answer cues given the limited scope of ideas required to complete these items </p><p>Drawbacks: . The required response is brief and does not provide the opportunity to provide evidence of the application of content or concepts </p><p>. Except for instances in which letter or number recognition technology can be implemented, responses to this type of item require hand-scoring </p><p>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 </p><p>. Word items so that the expectations for responses are clear </p><p>. 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 </p><p>. Include only 1–3 response lines in any given item; consider developmental appropriateness in determining number </p><p>. Use number of response lines to provide a “signal” as to the extent of response (e.g., word, phrase, sentence) </p><p>View Example:</p><p>Short Answer </p><p>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 </p><p>. Requires actual creation (rather than recognition only) of correct response </p><p>Drawbacks: . Responses require hand-scoring</p><p>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 </p><p>. Word items so that while students may not necessarily respond in identical ways, the expectations for that item are clear </p><p>. Use a clear cueing verb (e.g., explain, describe, analyze, support, illustrate, defend, discuss, etc.) to ensure that students convey their thinking and understanding </p><p>. Use numerical cues thoughtfully, so that quality, rather than the quantity, of response is the focus </p><p>View Examples:</p><p>Label a Diagram </p><p>"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.</p><p>Benefits: . Less dependent on writing skills than some other types of brief constructed responses </p><p>. Allows for other evidence of learning and understanding </p><p>. Tends to encourage student interest and engagement by using visual stimulus </p><p>Drawbacks: . Lack of familiarity with item type may impact performance</p><p>Guidelines: . Ensure that there are multiple anticipated responses; if there is truly only one possible response, consider re-crafting as a selected response item </p><p>. Word items so that the response expectations are clear </p><p>. Use pictures, diagrams, or other fields that are clear and sufficiently detailed to support response desired </p><p>View Example:</p><p>Visual Representation </p><p>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.</p><p>Benefits: . Less dependent on writing skills than many other types of brief constructed responses </p><p>. Allows for an alternative evidence of learning </p><p>. Novelty of item format encourages interest and engagement </p><p>Drawbacks: . Lack of familiarity with item type may impact performance</p><p>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 </p><p>. Word items so the expectations for that item are clear </p><p>. Provide sufficient information (e.g., in terms of space, symbols to be used, visual field) to support the desired response </p><p>View Example:</p><p>Show Your Work </p><p>"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.</p><p>Benefits: . Less dependent on writing skills than some other types of brief constructed responses </p><p>. Allows for an alternative evidence of learning or understanding </p><p>. Novelty of item type encourages interest and engagement </p><p>Drawbacks: . Lack of familiarity with item type may impact performance</p><p>Guidelines: . Ensure that evidence of understanding lends itself to response through words, images, symbols, and diagrams </p><p>. 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 </p><p>. Word items so that while students may not respond in identical ways, the expectations for that item are clear </p><p>View Example:</p><p>Example (PDF: 16KB) </p>