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When assessing mastery of chunks of knowledge that interrelate, rather than individual pieces of knowledge that can be assessed separately.

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When an answer needs to be elaborated upon by student to justify or explain content knowledge.

To do higher level thinking.

As part of a summative assessment to allow students to demonstrate mastery.

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When students have to demonstrate higher-level thinking and when evidence and justification is necessary to support a response

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When students have to demonstrate higher-level thinking and when evidence and justification is necessary to support a response

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Especially when it is necessary to assess higher order comprehension and synthesis of material/content. When there is adequate time and students have worked with the material enough to develop appropriate responses.

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Gives students an opportunity to showcase their knowledge about a particular topic. It clearly measures student understanding and goes beyond simple recall.

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Gives students an opportunity to showcase their knowledge about a particular topic. It clearly measures student understanding and goes beyond simple recall.

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Samantha and Nabely

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Requires students to use higher order thinking skills to recall, explain, and usually evaluate content.

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When a personal explanation is required. When you want to assess student knowledge by having them put it in their own words.

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Students should use constructed responses when there are more than one answer to a question. Constructed response questions also demonstrate a students ability to link certain topics/concepts together and formulate a self-generated answer.

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We should use them when we are assessing a students ability to reason and express their thinking. This is an alternative way to express their knowledge.

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Students can show their ability to elaborate

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Students can show their ability to elaborate on the topic; synthesize, interpret information, and express their thoughts in writing.

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To have students demonstrate their extensive knowledge of the material.

To demonstrate that they understand something and not just that they can state what they memorized.

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Teachers should use constructed response when we want students to apply knowledge and use higher level thinking strategies to evaluate the information they have learned.