ON THE MEANINGS OF CONSTRUCTED RESPONSE

Randy Elliot Bennett

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Psychometric Methodologies and Testing Student Assessment and Feedback Educational Assessment and Pedagogy

Abstract

ABSTRACT This paper explores the multiple meanings of constructed response. The term is conceptualized as a superordinate category subsuming a variety of item formats ranging from minor adaptations of multiple choice to “authentic” assessment tasks. The meaning of these formats is explored through four validity facets: construct validity, relevance/utility, value implications, and social consequences. This exploration leads to a multi‐dimensional structure for conceptualizing constructed‐response formats. From this conception, it is argued that appreciating the term's multiple meanings broadens the intellectual and political debate, identifies gaps in our knowledge base, and suggests a balanced approach to educational assessment.

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References

1989Situated Cognition and the Culture of Learning 1982The Handbook of School Psychology 1951Educational Measurement.1989Are Cognitive Skills Context-Bound?1991Complex, Performance-Based Assessment: Expectations and Validation Criteria 1992Encyclopedia of educational research 2011A True Test: Toward More Authentic and Equitable Assessment 1989A Systems Approach to Educational Testing

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2008A Review of Standardized Tests of Nonverbal Oral and Speech Motor Performance in Children 2000Effects of Response Format on Difficulty of SAT‐Mathematics Items: It's Not the Strategy 1997Evaluating an Automatically Scorable, Open‐Ended Response Type for Measuring Mathematical Reasoning in Computer‐Adaptive Tests 2007An examination of factors contributing to a reduction in subgroup differences on a constructed-response paper-and-pencil test of scholastic achievement.1994ALTERNATIVE MODES OF ASSESSMENT, UNIFORM STANDARDS OF VALIDITY1 1993

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