Study Guide

Field 036: Prekindergarten (Subtest I)
Sample Constructed-Response Assignments

The following materials contain:

Directions for Constructed-Response Assignments

For each constructed-response assignment in this section, you are to prepare a written response of approximately 150–200 words 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.

Your response to each assignment will be evaluated based on the following criteria:

  • 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

Evaluation of each response will be based on the criteria above, not on your 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 Constructed-Response Assignment #1

Use the information below to complete the assignment that follows.

According to the National Association for the Education of Young Children (NAEYC) Code of Ethical Conduct, early childhood educators have an ethical responsibility to respect the dignity of each family and its culture, customs, and beliefs.

  • Explain why it is important that early childhood educators respect the dignity of each family and its culture, customs, and beliefs; and
  • describe one specific strategy an early childhood educator can use as part of a general approach to fulfilling this ethical responsibility.

Sample Strong Response to Constructed-Response Assignment #1

   A family's culture, customs, and beliefs have a profound affect on the development and learning of their children. Early childhood teachers typically have significant interactions with children's families, so it is crucial for teachers to demonstrate respect for them. If a teacher respects the dignity of every family, that respect will lead to greater family involvement in the education of their children.
   One specific strategy early childhood teachers could use to fulfill this ethical responsibility would be learning about the cultures, customs, and beliefs of the families with children in their classrooms. This proactive approach can have one immediate benefit: a teacher is less likely to offend a family member if he or she has some understanding of each family's worldview and expectations. Reading and other types of research can supply a teacher with basic information about world religions, cultural groups, and culture-specific customs. If the teacher can speak with someone who has personal experience as a member of a cultural group, the information is likely to be more useful. Making the effort to understand families is a clear demonstration of respect.

Sample Constructed-Response Assignment #2

Use the information below to complete the assignment that follows.

Lilly is a four-year-old child who is experiencing typical development in all domains.

  • Describe two developmental characteristics that Lilly is most likely demonstrating; and
  • explain how the characteristics you described will likely affect Lilly's learning.

Sample Strong Response to Constructed-Response Assignment #2

   One of the developmental characteristics that four-year-old Lilly is most likely demonstrating is an ability to use the past tense of verbs correctly in her oral communication. It is also very likely that she is displaying an ability to understand the concepts of "largest," "tallest," "same," "more," "most."
   Lilly's ability to use the past tense of verbs correctly will affect her learning by enabling her to use longer sentences with more elaborate structures in her speech. She will also be able to develop a better understanding of sequence because she is able to use verbs to indicate time. Lilly's understanding of the concepts of "largest," "tallest," "same," "more," "most" will help her understanding of comparative language and its function of describing similarities and differences between objects and ideas.

Performance Characteristics

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

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.