Constructed-Response Directions And Recommendations
Prepare a written response of approximately 100–200 words for each
constructed-response assignment. Read each assignment carefully before you
begin to write. Think about how you will organize what you plan to write.
Scoring of responses to CSET: Constructed-response assignments is based on
the following criteria.
• Purpose: the extent to which the response addresses the constructed-response
assignment’s charge in relation to relevant CSET content specifications
• Subject Matter Knowledge: the application of accurate subject matter
knowledge as described in the relevant CSET content specifications
• Support: the appropriateness and quality of the supporting evidence in relation
to relevant CSET content specifications
The assignments are intended to assess subject matter knowledge, 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. You may wish to ask a mentor,
advisor, or teacher to help evaluate your responses to the constructed-response
ITEM #1 (100 – 200 words)
The use of various forms of ability-grouping has been criticized for many years,
yet the use of ability-grouping persists. What are the various types of abilitygrouping. What are their perceived benefits? What can teachers do to use abilitygrouping most effectively? Why do many educational psychologists criticize the
use of ability-grouping? What alternatives are there to ability-grouping?
ITEM #2 (100 – 200 words)
Using your knowledge of human development:
• Identify one change that typically occurs in children’s thinking between the ages
of 6 and 12
• Discuss the significance of that change for children’s everyday lives and
ITEM #3 (100 – 200 words)
A fifth-grade student attempts to spell a list of words that are read aloud. Shown
below are the words and the student’s spellings.
Write a response in which you describe the student’s spelling development. Make
sure to cite specific examples to support your conclusions.
Mr. Jenner is a second-year teacher in a middle school with high test scores and
high academic standards. In his English/History core class there are 25
heterogeneously mixed 12- and 13-year-olds. He is beginning the fourth week of
instruction. Following is a sample long-term project from his current curriculum.
Project Plan, World Cultures Panel Presentations
Objectives: Students will…
Review and use concepts about world cultures
Demonstrate speaking and listening skills
Use creativity (art, literature, music, multimedia, objects)
Use higher-order thinking skills
1. You will work in assigned groups of five
2. Each group will select one culture from a list
3. The group will plan, gather information, and present a panel report to the class on the
4. Use the characteristics of a culture studied last week to organize your presentation
5. Include some use of art, literature, music, multimedia, or other cultural objects
6. All students must participate in group planning and presentation
1. Presentation/discussion of assignment; video of effective panel from another class;
2. Group work: select culture; plan presentation; assign responsibilities
3. Group work: prepare presentations
4. Panel presentations
5. Writing assignment: comparison/contrast of cultures
1. Group work: individual and group grade
2. Panel presentation: individual and group grade
3. Writing assignment
ITEM #4 (100 – 200 words)
Mr. Jenner’s Project Plan (Document 1) demonstrates several aspects of
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