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Constructed Response Assessments

Short Answer - These require that students generate a response by filling in a single word or a few sentences. The students may be asked to label a diagram or map. They may be asked to show the work or steps they went through to get an answer. The answer is not in front of them to be chosen. These are effective for assessing declarative and procedural knowledge.

Products - Product assessments take place over an extended period of time. They are things that the students “produce”. These assessments can be documents or artifacts that have been created by the student. They may include, but are not limited to, essays, research papers, learning logs, journals, poems, reports, portfolios, science projects, etc.

Performances - These assessments are longer and require a greater amount of time to complete. They may take place over an extended unit of study. The students may be keeping a journal, constructing or keeping a portfolio of written work.

Performance and product assessments require students to analyze and apply knowledge to perform designated tasks. These tasks promote student engagement, a deeper understanding of the content being studied, and the opportunity for students to apply what they have learned. Product and performance assessments are usually scored by either a generalized rubric, task-specific rubric, or checklist.

Products and Performance as Sources of Evidence
Written	Visual	Oral or Aural	Made or Built	Combination
Essays	Diagrams	Reports	Models	Videotapes
Letters	Flowcharts	Debates	Constructions	Multi-media
Poems	Drawings	Musical	Exhibits	Presentations
Narratives	Paintings	Performances	Dioramas	Dramas
Reports	Graphs	Readings	Sculptures	Experiments
Instructions	Map	Interviews		Dance
Quizzes

Harris, Doug and Carr, Judy. How to Use Standards in the Classroom. ASCD 1996