example of restricted response essay

TOPICS A. Fill-in-the-Blank Items B. Essay Questions C. Scoring Options

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Extended Response

Extended responses can be much longer and complex then short responses, but students should be encouraged to remain focused and organized. On the FCAT, students have 14 lines for each answer to an extended response item, and they are advised to allow approximately 10-15 minutes to complete each item. The FCAT extended responses are scored using a 4-point scoring rubric. A complete and correct answer is worth 4 points. A partial answer is worth 1, 2, or 3 points.

Restricted Response Questions: A Closer Look

• by Sandra Vargas
• October 28, 2023

Welcome to the world of academic assessments where questions play a vital role in gauging knowledge and understanding. One such type of question is the “restricted response question .” If you’re a student or an educator looking to brush up on your assessment strategies, or simply a curious mind, you’ve come to the right place.

In this blog post, we’ll explore what exactly a restricted response question is and how it differs from other question types. We’ll also delve into why they are used and offer some tips on how to answer them effectively. So, whether you’re preparing for an exam or just aiming to expand your knowledge, let’s dive in and uncover the essence of restricted response questions together.

What is a Restricted Response Question

Have you ever taken a test where you felt like you were unraveling the mysteries of the universe, only to be stumped by a question that seemed to come from another dimension? We’ve all been there. One of the most confounding types of questions that can leave us scratching our heads is the restricted response question.

Understanding the Restricted Response Question

So, what exactly is a restricted response question? Well, let me break it down for you in good ol’ plain English. A restricted response question is a type of question that puts some serious boundaries on how you can answer. It’s like being trapped in a cage with only a few options to escape. But fear not, my friend, because there’s a method to this madness.

The Purpose Behind Restricted Response Questions

Restricted response questions have a purpose, and it’s not just to make your brain ache. These questions are designed to measure specific knowledge or skills, kind of like a sniper zeroing in on its target. They focus on assessing your comprehension, analysis, and application of information, rather than just regurgitating facts like a parrot.

The Structure of a Restricted Response Question

Now that you know the why, let’s dive into the how. A restricted response question typically consists of a stem, which sets the stage for what you need to accomplish, and specific guidelines or criteria for your response. It’s like a mini adventure with a clear map and instructions on where to go next. It leaves little room for ambiguity or improvisation, which can be a blessing (or a curse, depending on your perspective).

Examples of Restricted Response Questions

To paint a better picture of what a restricted response question looks like, here are a couple of examples:

• “Describe three key factors that contribute to climate change and explain their impacts on the environment.”
• “Create a timeline highlighting the major events leading up to the American Revolutionary War, including dates and brief explanations for each event.”

See how these questions provide clear directives on what you need to do? They don’t leave much room for random musings or philosophical ponderings. It’s all about focusing on the task at hand and demonstrating your knowledge effectively.

The Takeaway

So, the next time you encounter a restricted response question, don’t panic. Remember that it’s designed to assess your critical thinking skills and application of knowledge within a specific framework. Embrace the challenge, follow the guidelines, and show off your expertise like a boss.

Now that we’ve deciphered the code of restricted response questions, let’s move on to our next adventure: exploring the world of extended response questions. Stay tuned, fellow knowledge warriors!

FAQ: Restricted Response Questions

What is a restricted response question.

A restricted response question is just like that one friend who asks you specific questions, reigning in your response options and not giving you a chance to ramble on about your entire life story. In simpler terms, it is a question that requires a concise and focused answer within a limited range.

How do you agree with a statement in an essay

Ah, the art of agreement! It’s like finding the perfect wingman or wingwoman to back up your every move. In an essay, when you come across a statement you want to agree with, you’ll want to follow a few simple steps:

Start with a clear statement: Clearly state your agreement with the argument or statement that the essay presents. Be firm, but avoid coming across as an overenthusiastic cheerleader.

Provide evidence and examples: Support your agreement with concrete evidence or examples. Show that you’ve done your research and you’re not just nodding along mindlessly. Remember, facts are your friends!

Explain your reasoning: This is where you get to shine! Explain the logic behind your agreement. Share your insights, thoughts, and reasoning in a clear and coherent manner . Let the reader understand why you’re on the same page.

Address potential counterarguments : Ah, the skeptics! Anticipate and address potential counterarguments against your agreement. Show that you’ve thought it through and considered different perspectives. It’s like playing chess and staying two steps ahead of your opponents.

Wrap it up with a bow: Conclude your agreement like a boss. Summarize your main points, leaving no room for doubt or confusion. You’ve successfully convinced the reader that you’re both head-nodding buddies.

Remember, agreeing in an essay is not about mindlessly accepting everything that comes your way. It’s about critically analyzing and providing support for your stance. So, agree with grace, confidence, and a touch of persuasive flair.

And there you have it! A mini FAQ to help you navigate the world of restricted response questions and agreeing like a boss in your essays. Happy writing, my fellow wordsmiths!

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Item Development

• First Online: 14 May 2021

Cite this chapter

• Cecil R. Reynolds 4 ,
• Robert A. Altmann 5 &
• Daniel N. Allen 6  

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A psychological test is generally only as good as its items. While test items are often classified as objective or subjective, a more direct way of classifying items is by using a selected-response or constructed-response designation. Specific examples of these item types are reviewed throughout this chapter. This chapter also provides general item writing guidelines, along with detailed reviews of a wide range of maximum-performance test items, including multiple choice, true-false, matching, essay, and short answer. This chapter concludes by reviewing typical-response items that are often found on personality and attitude scales.

Everyone thinks it is easy to develop good test items, until they try!

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American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing . Washington, DC: American Educational Research Association.

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Hays, W. (1994). Statistics (5th ed.). New York, NY: Harcourt Brace.

Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 22 (140), 1–55.

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Powers, D. E., & Kaufman, J. C. (2002). Do standardized multiple-choice tests penalize deep-thinking or creative students? (RR- 02-15) . Princeton, NJ: Educational Testing Service.

Reynolds, C. R., & Kamphaus, R. W. (2004). Behavior assessment system for children (2nd ed.). Circle Pines, MN: American Guidance Service.

Reynolds, C. R., & Kamphaus, R. W. (2015). Behavior assessment system for children (3rd ed.). Bloomington, MN: NCS Pearson.

Reynolds, C. R., Livingston, R. B., & Willson, V. (2009). Measurement and assessment in education . Boston, MA: Allyn & Bacon.

Sidick, J. T., Barrett, G. V., & Doverspike, D. (1994). Three-alternative multiple choice tests: An attractive option. Personnel Psychology, 47 , 829–835.

Stevens, S. S. (1946). On the theory of scales of measurement. Science, 103 , 677–680.

Suggested Reading and Internet Sites

Aiken, L. R. (1982). Writing multiple-choice items to measure higher-order educational objectives. Educational & Psychological Measurement, 42 , 803–806. A respected author presents suggestions for writing multiple-choice items that assess higher-order learning objectives.

Ebel, R. L. (1970). The case for true/false items. School Review, 78 , 373–389. While many assessment experts are opposed to the use of true/false items for the reasons cited in the text, Ebel comes to their defense in this article.

Edwards, A. (1957). Techniques of attitude scale construction . New York, NY: Appleton. A classic text on developing attitude scales.

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Reynolds, L., & Willson. (2009). Measurement and assessment in education . Boston, MA: Allyn & Bacon.

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Reynolds, C.R., Altmann, R.A., Allen, D.N. (2021). Item Development. In: Mastering Modern Psychological Testing. Springer, Cham. https://doi.org/10.1007/978-3-030-59455-8_6

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Utilizing Extended Response Items to Enhance Student Learning

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"Extended response items" have traditionally been called "essay questions." An extended response item is an open-ended question that begins with some type of prompt. These questions allow students to write a response that arrives at a conclusion based on their specific knowledge of the topic. An extended response item takes considerable time and thought. It requires students not only to give an answer but also to explain the answer with as much in-depth detail as possible. In some cases, students not only have to give an answer and explain the answer, but they also have to show how they arrived at that answer.

Teachers love extended response items because they require students to construct an in-depth response that proves mastery or lack thereof. Teachers can then utilize this information to reteach gap concepts or build upon individual student strengths. Extended response items require students to demonstrate a higher depth of knowledge than they would need on a multiple choice item. Guessing is almost completely eliminated with an extended response item. A student either knows the information well enough to write about it or they do not. Extended response items also are a great way to assess and teach students grammar and writing. Students must be strong writers as an extended response item also tests a student's ability to write coherently and grammatically correct.

Extended response items require essential critical thinking skills. An essay, in a sense, is a riddle that students can solve using prior knowledge, making connections, and drawing conclusions. This is an invaluable skill for any student to have. Those who can master it have a better chance of being successful academically.  Any student who can successfully solve problems and craft well-written explanations of their solutions will be at the top of their class. 

Extended response items do have their shortcomings. They are not teacher friendly in that they are difficult to construct and score. Extended response items take a lot of valuable time to develop and grade. Additionally, they are difficult to score accurately. It can become difficult for teachers to remain objective when scoring an extended response item. Each student has a completely different response, and teachers must read the entire response looking for evidence that proves mastery. For this reason, teachers must develop an accurate rubric and follow it when scoring any extended response item.

An extended response assessment takes more time for students to complete than a multiple choice assessment . Students must first organize the information and construct a plan before they can actually begin responding to the item. This time-consuming process can take multiple class periods to complete depending on the specific nature of the item itself.

Extended response items can be constructed in more than one way. It can be passage-based, meaning that students are provided with one or more passages on a specific topic. This information can help them formulate a more thoughtful response. The student must utilize evidence from the passages to formulate and validate their response on the extended response item. The more traditional method is a straightforward, open-ended question on a topic or unit that has been covered in class. Students are not given a passage to assist them in constructing a response but instead must draw from memory their direct knowledge on the topic.

Teachers must remember that formulating a well written extended response is a skill in itself. Though they can be a great assessment tool, teachers must be prepared to spend the time to teach students how to write a formidable essay . This is not a skill that comes without hard work. Teachers must provide students with the multiple skills that are required to write successfully including sentence and paragraph structure, using proper grammar, pre-writing activities, editing, and revising. Teaching these skills must become part of the expected classroom routine for students to become proficient writers.

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5.7: Sample Response Essays

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iRubric: Restricted Response Question rubric

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Examples of Restricted-Response Performance Tasks

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A restricted-response assessment performance task is a teaching tool. Corporations and some smaller companies use this specifically for training new employees or updating skills. Assessment tools for corporate training are varied depending on the position being trained and the focus of the office. Some offices and departments are more specialized than others. A “restricted-response” approach is the simplest teaching tool, and is usually a short answer or fill-in-the-blank style question.

Basics of These Tasks

An assessment task is restricted in its response if it is highly specific, and, generally, contains only one correct answer, explains the University of Delaware . Typical examples might be a multiple choice or true-false type of question. More active styles of task would be an emergency response in a factory.

In that case, factory workers would be drilled to see if they know the proper response for different emergencies. A drill would then be arranged and the response to an emergency assessed. This is a restricted response in that there is a single proper procedure and a specific set of actions requested.

Sarbanes-Oxley Test

One type of restricted-performance task is a written test on new laws. The Sarbanes-Oxley Act of 2002 forced corporate accountants to grasp new skills, according to Soxlaw.com . In this context, the head of accounting might put his workers through a restricted task of filling out new reports. He may give make-believe data that the accountants must then synthesize in the new forms to satisfy the new act. In this case, the detail of the reports must be much greater than had been accepted before. This would be the focus of the assessment.

Computer Software Test

Retraining workers on the new software is another restricted task example. Since the passage of Oxley in 2002, corporations needed to update their accounting software to increase the reliability, detail and comprehensiveness of corporate reports and bookkeeping. This means that all accountants, comptrollers and finance officers must be trained in the newer, updated software. In some cases, company lawyers specializing in financial disclosures would also be tested in this knowledge.

A simple run-through assessment is normally required here. This becomes a highly restricted task because the workers must show they are capable of using the equipment well. This is restricted because there is one program and one proper way to use it. One of the advantages of restricted response questions is that they are not “open-ended,” like an interpretive essay would be.

Security Issue Tasks

Security officials in sensitive industries also are often required to engage in restricted response assessments. In fields such as nuclear energy and environmental science, weapons laboratories or high-technological military firms such as TRW or Oracle, security personnel are essential. Here, there are several examples of restricted assessments.

One might be a typical paper exam dealing with their responsibilities, especially under a heightened threat of terrorism. Another might be a set of drills dealing with security responses to specific situations such as a power failure, explosion, fuel leak or criminal trespass. In this case, security personnel would be drilled in the necessary and proper response under controlled conditions.

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