Welcome

About MCAS Practice Open Response Questions

Using class readings to support MCAS open-response writing skills.

Why should students practice open response type writing as part of class-work?

It is important to know how many open response questions are a part of the MCAS. The ability to read and write in all areas of the curriculum are reflected in the open response questions.

The language & literature part of the ELA test includes 3 separate test sessions. Each session includes selected readings (approximately 6), followed by multiple-choice questions (about 40 across all sessions) and open-response questions (approximately 1-2 per session). .

The Math test covers your knowledge in the following categories and is comprised of 3 sessions - open-response questions (approximately 2 per session).

  • Number sense
  • Patterns, relations and functions
  • Geometry and measurement
  • Statistics and probability

The Science & Technology - 3 test sessions - open-response questions (approximately 2 per session).

  • Inquiry
  • Technology
  • Domains of science
  • Science, technology, and human affairs

The History & Social Science test covers your knowledge in four areas - 3 test sessions - open-response questions (approximately 2 per session)

  • History
  • Geography
  • Economics
  • Civics and government

    • How to Respond to MCAS writing prompts for Open-Response Questions

    Stage One – Understand the nature of the question

    Read the question and identify EXACTLY what is being asked.

    Teaching strategies

    After some direct instruction and examples, student should have frequent opportunities to develop this ability which is easily done as a quick write – students see the question only and then are asked to jot down their interpretation or rewording of the question. Collect all responses then lead a class discussion to clarify. Check submissions to determine who might be lost at this stage. Provide remediation and support. Repeat until virtually all students understand this state.

    Hazard Zone

    Students often get into trouble right here at Stage One because they feel the WRITING is the important thing and often think that writing is equal to stating their feeling about the reading or the prompt. Use Stage One to help students overcome this problem.

    Also skillful readers (as well as test takers) use a questioning strategy to set the stage for reading, this strategy helps save time and focus energy.

    Students’ “Did I?” Question for Stage One

    Students should learn to ask themselves “Did I fully review the question to be SURE that I took the time to understand what was being asked and to be sure I got the point?”

    Stage Two – Plan reading strategy to determine the answer. Gather ‘evidence’ while reading.

    Plan answer.

    Describe the approach to gathering evidence (type and arrangement of information) that will provide exactly the information asked for (action plan).

    Students should understand the meaning (and evidence needed in response to each) of the following terms that frequently appear in the open response questions: analyze, cite, compare, contrast, decide, describe, draw, evaluate, explain, express, generalize, illustrate, interpret, list, paraphrase, point out, show, state, summarize, and support.

    Teaching strategies

    Use direct instruction to make sure student understand the terms of inquiry about. Provide and analyze models/examples as part of class work to identify ways to locate and organize the evidence that supports a response to the question. Students should be sure to

    • Answer all parts of the question.
    • Practice ways of identifying evidence for later reference such as underline, highlight, or number the information in the writing that relates to the question asked.
    • Prepare to cite specific evidence (this is extremely important in the scoring) -- particular facts and details -- from the selection, which supports their answer to the question being asked.
    • Use this specific information appropriately. To make appropriate use to the evidence that they choose to include, the students MUST explain the relevance. (Linking phrases such as “this example shows that... because…” or “This indicates that the author feels... because”
    • Be prepared to summarize both question and evidence in a conclusion statement.

    Students’ “Did I?” Question for Stage Two

    Students should learn to ask themselves:

    • Did I take the time to identify (mark) information in the reading that will support my answer?
    • Does my answer cover all parts of the question?
    • Am I using quotes or direct evidence right from the reading sample as part of my answer?
    • Does my answer “flow” (are the ideas and evidence organized?)?
    • Does the answer come to a conclusion such as “and therefore because. (Refer to evidence cited) the author has (whatever the question has asked about)?

    Hazard Zone

    Students may need practice in identifying what evidence and supporting information “looks like.” This is a HUGE part of being a skillful reader and may need reinforcement as part of guided class discussions on material read in conjunction with their regular class work.

    Stage Three – Mechanics of Writing

    Students are expected to demonstrate writing fluency. Of special importance are the basics of writing: correct spelling and punctuation and well developed sentences and paragraphs.

    Teaching strategies

    Make the mechanics of writing a regular part of class work. Being able to express information in writing is not the exclusive territory of the language arts program, it is a part of everyday life in all parts of the world outside of school and it should be well represented in every class.

    Students’ “Did I?” Question for Stage Three

    Did I re-read (proof read) my response to look for missing punctuation, incomplete or run-on sentences, and problems with sentence structure or paragraphs?

    Hazard Zone

    Less confident student avoid proof-reading in general and have a tendency to scribble out errors that they do make which creates a visual distraction on the page.

    Promote proofreading by setting time aside for this purpose just prior to ‘turn in time’ (note: proof-reading should be limited to correcting, not expanding or creating content). Remind students to ‘line out’ errors with one or two neat “strike through” lines.