It is also similar to a format found on the end-of-year assessment tasks used by the Partnership for Assessment of Readiness for College and Careers (PARCC).
These tasks, open-ended questions as well as research simulations (often described as performance assessments), require students to construct their own responses rather than select them from a set of given possibilities.
What can teachers do to prepare students for this more rigorous form of testing?
How can teachers help students pinpoint the heart of open-ended questions to give the best response?
Suppose you are a student taking one of the new assessments that have been developed to measure attainment of the Common Core State Standards for the English Language Arts (CCSS/ELA).
After reading a text about a baseball-loving girl and her grandmother, you look at the questions you are to answer.
The lack of immediate feedback and guidance creates a major impediment to the ability of students to write responses that demonstrate what they comprehend from the text and provide support from the text for these responses.
In addition, when one examines student responses to open-ended tasks, it becomes apparent that many students also do not read the Mistakes students are likely to make in answering this question have nothing to do with their comprehension of the stimulus text.
Focusing on open-ended tasks (future issues of identifies the skills and knowledge that students will need if they are to achieve success on the new CCSS/ELA-related assessments and offers ideas for ways that teachers can develop these skills and understandings.
The three main goals of this article are: As of early 2014, most American students are not accustomed to writing extended responses for assessment questions.