Study Guide

Field 017: Computer/Technology (Subtest II)
Sample Constructed-Response Assignments

The following materials contain:

Directions for the Constructed-Response Assignments

For each constructed-response assignment in this section, you are to prepare a written response and type it in the response-box on-screen. Read the assignments carefully before you begin to write. Think about how you will organize your responses. You may use the erasable sheets to make notes, write an outline, or otherwise prepare your responses. However, your score will be based solely on the version of your responses typed in the on-screen response box presented with each assignment.

For the first two constructed-response assignments in this section, you are to prepare written responses of approximately 150–200 words. Your responses will be evaluated according to the following criteria:

For the final constructed-response assignment, you are to prepare a written response of approximately 150–300 words. Your response will be evaluated on the following criteria:

The assignments are intended to assess subject matter knowledge and skills, not writing ability. Your responses, however, must be communicated clearly enough to permit a valid judgment of your knowledge and skills. Your responses should be written for an audience of educators in the field.

Your responses must be your original work, written in your own words, and not copied or paraphrased from some other work. You may not use any reference materials. Remember to review what you have written and make any changes you think will improve your responses. The final version of each response should conform to the conventions of edited American English.

Sample Focused Constructed-Response Assignment #1

Complete the exercise that follows.

Identify a grade level and subject area for which you are prepared to teach. Then write a response in which you:

Sample Strong Response to Focused Constructed-Response Assignment #1

  If I were teaching 10th-grade social studies, I would have my students do team research projects and then use presentation software to share the results of the team research. I would have certain requirements for the team presentation: 1) it must be no longer than 15 minutes; 2) it must contain graphics and/or video, and 3) it must be designed to teach the entire class what team members have learned, with each team member required to do a part of the actual presentation to the class.
  The benefits of using presentation software in this way are as follows: 1) having the student create the presentation as a team supports collaborative learning, 2) the time limitation requires that the presentation be well organized, stay on topic to achieve its purpose, and not contain unnecessary features (i.e., frivolous animations and transitions); 3) the graphics and/or videos will allow the students to creatively demonstrate what they have learned and use multiple media to communicate this knowledge, and 4) in order to teach a topic, you must fully understand it. By making use of presentation software a requirement, the students will be more engaged and involved in completing the assignment.

Sample Focused Constructed-Response Assignment #2

Complete the exercise that follows.

Identify a grade level and subject area for which you are prepared to teach. Then write a response in which you:

Sample Strong Response to Focused Constructed-Response Assignment #2

  If I were teaching 5th-grade history, I would want to use an online resource in a lesson on the American Revolution. When selecting the resource, the following three criteria would be the most important: 1) How well does the content in the resource align with the state learning standards 2) Is the content at a grade appropriate level, 3) How well does the format of the material support the learning activities my students will be completing?
  Before using an online resource, it is essential to make certain that the material in the resource is aligned with state learning standards. Therefore, before using any online resource, I would first create a lesson plan based on the state learning standards and describe the type of activities that my students would be engaged in. Next I would start evaluating technology resources to determine how well they met my goals. I would consider how the resource presented the information to gauge how well it might meet the learning styles of my students. For example, does it provide clear and well written text at a grade appropriate level? Is the content presented in such a way as to maintain the interest of my students? Lastly, it is important to ensure that the resource fits in with the learning activities that the students will be completing. For example, if the activity has students doing research and making a presentation on their findings, then the online resource must have text, graphs, images, and/or videos that can be used to support the student research and presentations.

Performance Characteristics (Focused Responses)

Responses are scored holistically based on the following performance characteristics:

Purpose The extent to which the response achieves the purpose of the assignment
Content Knowledge The extent to which the response accurately and effectively applies the relevant content knowledge and skills
Support The extent to which the response provides relevant and specific support

Scoring Scale (Focused Responses)

The three points of the scoring scale correspond to varying degrees of performance.

Score Point Score Point Description
3
The "3" response reflects a thorough understanding of the relevant knowledge and skills.
  • The response thoroughly achieves the purpose of the assignment.
  • The response demonstrates an accurate and effective application of relevant content knowledge.
  • The response provides relevant and specific support.
2
The "2" response reflects a general understanding of the relevant knowledge and skills.
  • The response largely achieves the purpose of the assignment.
  • The response demonstrates a generally accurate and generally effective application of the relevant content knowledge.
  • The response provides some relevant support.
1
The "1" response reflects limited or no understanding of the relevant knowledge and skills.
  • The response partially achieves or fails to achieve the purpose of the assignment.
  • The response demonstrates a limited, inaccurate or ineffective application of the relevant content knowledge.
  • The response provides limited or no relevant support.
U
The response is unrelated to the assignment, is unreadable, is primarily in a language other than English, or does not contain a sufficient amount of original work to score.
B
There is no response to the assignment.

Sample Extended Constructed-Response Assignment

Complete the exercise that follows.

Write a response in which you describe how a teacher might make effective use of computer-based technology to enhance instruction and promote learning for students with low motivation for learning. You may specify grade level(s) and/or subject area(s) to help clarify your response.

In your response:

Sample Strong Response to the Extended Constructed-Response Assignment

  Technology can be a powerful educational tool, but only when it is used as a means to achieving thoughtfully selected educational objectives. Technology is a catalyst for discovery. A brief media clip can spark student interest. Research has indicated that when teachers use computer-related technology integrated into their curriculum, students retain more information, understand concepts rapidly, and are more enthusiastic about what they are learning.
  The fifth-grade social studies curriculum is rich with media designed for use with students. I have chosen to focus on exploring and understanding colonial life in the 1620’s. The standards for the activities would be for students to describe the past on its own terms, through the eyes and experiences of those who were there, as revealed in diaries, letters, and the like. Students are able to draw on the visual, literary, and musical resources to clarify and elaborate on historical information.
  An activity for a fifth-grade classroom would examine how popular language and slang have changed over the course of American history. Using online and print resources, students will develop an understanding of how Americans have adapted their language from earliest colonial times to the present. The outcome would be to have students rewrite the content of a 17th-century primary source document in their own words.
  PBS’s “Colonial House” Web site contains many resources for finding slang terms during periods in American history. Students would form groups, go online, and print the slang glossaries. Also, the PBS site has actual transcripts and video diary clips revealing the lives of the colonial settlers. Students would listen to and watch the diaries then try to match the transcripts with the video diaries.
  As stated in the beginning of this response, the power of computer-related technology when integrated into a teacher’s lesson can make the subject come alive. Connecting students to content in a meaningful way, with the aid of appropriate technology, can motivate the most unwilling and reluctant students to learn.

Performance Characteristics (Extended Response)

Responses are scored holistically based on the following performance characteristics:

Purpose The extent to which the response achieves the purpose of the assignment
Content Knowledge The extent to which the response accurately and effectively applies the relevant content knowledge and skills
Support The extent to which the response provides relevant, specific support
Rationale The extent to which the response provides sound reasoning about the topic

Scoring Scale (Extended Response)

The four points of the scoring scale correspond to varying degrees of performance.

Score Point Score Point Description
4
The "4" response reflects a thorough understanding of the relevant knowledge and skills.
  • The response thoroughly achieves the purpose of the assignment.
  • The response demonstrates an accurate and effective application of relevant content knowledge.
  • The response provides high quality, relevant, and specific support.
  • The response reflects sound, effective reasoning about the topic.
3
The "3" response reflects a general understanding of the relevant knowledge and skills.
  • The response largely achieves the purpose of the assignment.
  • The response demonstrates a generally accurate and generally effective application of the relevant content knowledge.
  • The response provides some relevant support.
  • The response reflects generally sound reasoning about the topic.
2
The "2" response reflects a limited understanding of the relevant knowledge and skills.
  • The response partially achieves the purpose of the assignment.
  • The response demonstrates a limited, partially accurate and partially effective application of the relevant content knowledge.
  • The response provides limited relevant support.
  • The response reflects limited reasoning about the topic.
1
The "1" response reflects little or no understanding of the relevant knowledge and skills.
  • The response achieves little of the purpose of the assignment.
  • The response demonstrates an inaccurate or ineffective application of the relevant content knowledge.
  • The response provides little or no relevant support.
  • The response reflects poor reasoning about the topic.
U
The response is unrelated to the assignment, is unreadable, is primarily in a language other than English, or does not contain a sufficient amount of original work to score.
B
There is no response to the assignment.