Test Information Guide

Field 21: Health/Family and Consumer Sciences
Sample Open-Response Item

The following materials contain:

Sample Test Directions for Open-Response Items

This section of the test consists of two open-response item assignments. You will be asked to prepare a written response of approximately 150–300 words for each assignment. You should use your time to plan, write, review, and edit your response for each assignment. You must write responses to both of the assignments.

For each assignment, read the topic and directions carefully before you begin to work. Think about how you will organize your response.

As a whole, your response to each assignment must demonstrate an understanding of the knowledge of the field. In your response to each assignment, you are expected to demonstrate the depth of your understanding of the subject area by applying your knowledge rather than by merely reciting factual information.

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

The open-response item assignments are intended to assess subject knowledge. Your responses must be communicated clearly enough to permit valid judgment of the evaluation criteria by scorers. Your responses should be written for an audience of educators in this field. The final version of each response should conform to the conventions of edited American English. Your responses should be your original work, written in your own words, and not copied or paraphrased from some other work.

Be sure to write about the assigned topics. You may not use any reference materials during the test. Remember to review your work and make any changes you think will improve your responses.

Sample Open-Response Item

Objective 0015
Prepare an organized, developed analysis on a topic related to one or more of the following: a healthy lifestyle, family and emotional health, safety and prevention, and resource management and community health.

Read the information below; then complete the exercise that follows.

Cultural or economic perspectives may be reflected in your response.

A goal of health and family and consumer sciences education is to provide students with the functional knowledge, concepts, and skills that enable them to develop and maintain personal, family, and community health and wellness. One key area that is essential for student understanding is healthy family relationships.

In your essay:

Sample Strong Response to the Open-Response Item

The sample response below reflects a strong knowledge and understanding of the subject matter.

An important aspect of a healthy family is resiliency and the ability to deal with crisis or stress in a positive way. Adversity does not have to create an unstable family; rather, it can contribute to the development of stronger relationships within the family. Resilient families are more likely to view adversity as a challenge and are able to rise to the challenge based on the strength of their relationships.

Being resilient means affirming the positive aspects and strengths of the family. Focusing the family on what the best options are and what resources are available to meet challenges develops a family’s flexibility in adapting to changes. A family that rigidly holds to traditional rules may not be able to adapt as easily to new circumstances that arise. Using a flexible approach to problem-solving and respecting the contributions of all family members helps the family attain common goals.

Teaching creative problem-solving techniques is a way to develop resilience. If students can approach problems as challenges and explore different ways to approach a problem, they are more likely to be resilient in solving future problems. One way to do this is to present a problem facing a hypothetical family and ask students to brainstorm different approaches to solving that problem. For example, ask students how a family might address the problem of a family member losing a job or having to move to a new town. Have students compare different approaches to the problem to see what would work best and discuss the pros and cons of the approaches. Students are also likely to benefit from role-playing activities. The process of having students take on the roles of various family members, can help clarify the dynamics of family relationships and the benefits of collaborative problem solving and decision making.

An indirect strategy of promoting resiliency is to create an atmosphere in which students are not afraid to make mistakes and learn from them. This involves emphasizing to students that making mistakes is normal and can be an important part of finding a solution that works. Aspects of resilience can be learned through making a mistake and reflecting on what happened.

Overall, resiliency and the ability to face challenges and adversity with a positive, proactive attitude are extremely important principles to apply to the development of healthy family relationships and family wellness.

Scoring Rubric

Performance Characteristics

The following characteristics guide the scoring of responses to the open-response item(s).

Performance Characteristics
Purpose The extent to which the response achieves the purpose of the assignment.
Subject Matter Knowledge Accuracy and appropriateness in the application of subject matter knowledge.
Support Quality and relevance of supporting details.
Rationale Soundness of argument and degree of understanding of the subject matter.

Scoring Scale

The scoring scale below, which is related to the performance characteristics for the tests, is used by scorers in assigning scores to responses to the open-response item(s).

Score Scale with description for each score point.
Score Point Score Point Description
4 The "4" response reflects a thorough knowledge and understanding of the subject matter.
  • The purpose of the assignment is fully achieved.
  • There is substantial, accurate, and appropriate application of subject matter knowledge.
  • The supporting evidence is sound; there are high-quality, relevant examples.
  • The response reflects an ably reasoned, comprehensive understanding of the topic.
3 The "3" response reflects an adequate knowledge and understanding of the subject matter.
  • The purpose of the assignment is largely achieved.
  • There is a generally accurate and appropriate application of subject matter knowledge.
  • The supporting evidence is adequate; there are some acceptable, relevant examples.
  • The response reflects an adequately reasoned understanding of the topic.
2 The "2" response reflects a limited knowledge and understanding of the subject matter.
  • The purpose of the assignment is partially achieved.
  • There is a limited, possibly inaccurate or inappropriate, application of subject matter knowledge.
  • The supporting evidence is limited; there are few relevant examples.
  • The response reflects a limited, poorly reasoned understanding of the topic.
1 The "1" response reflects a weak knowledge and understanding of the subject matter.
  • The purpose of the assignment is not achieved.
  • There is little or no appropriate or accurate application of subject matter knowledge.
  • The supporting evidence, if present, is weak; there are few or no relevant examples.
  • The response reflects little or no reasoning about or understanding of the topic.
U The response is unrelated to the assigned topic, illegible, primarily in a language other than English, not of sufficient length to score, or merely a repetition of the assignment.
B There is no response to the assignment.