Rocío Gabilán, Diego Sepúlveda, Emilio Torres

Assignment

1. Let’s say you created a restricted-response test, but decided to put at the end of the test,
an open question.
Which could the reason be to ask an open queda in a restricted-response test?

The reason could be that you can evaluate more than one indicator and knowledge at different
cognitive levels in this kind of question. Also, this open question could have a context similar to
the restricted response questions.

2. How do you assess answers to open questions in a test? Why?

You assess answers to open questions with rubrics, because they are intended to assess complex
tasks that require qualitative aspects of learning.

3. What criteria are necessary to assess through open questions in a written test? How do
you decide these criteria?

You need a criteria that assess the possible performance levels in the answer, with descriptions
and a rating scale with indicators of those levels. You choose the criteria according to the
assessment objective and indicators.

4. How are Rubrics different from Rating Scales and Checklists?

In rubrics, you establish criterias with their respectives performance level and descriptions to
assess the answer. In rating Scales you don't have the description of the performance level, and
in the checklist you only evaluate the presence or absence of an element in the answer.

5. Why and when do we need rubrics?

Because sometimes we need a detailed method to assess complex tasks. We use them to assess
student's performance that require qualitative aspects so the teacher can assign the score in an
objective way according to the pre-established criteria.