Study Guide

Field 042: Agricultural Education 
Sample Constructed-Response Assignment

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Directions for the Constructed-Response Assignment

This section of the test consists of one constructed-response assignment. You are to prepare a written response of approximately 300–600 words on the assigned topic. You should use your time to plan, write, review, and edit your response to the assignment.

Read the assignment carefully before you begin to write. Think about how you will organize your response.

As a whole, your response must demonstrate an understanding of the knowledge and skills of the field. In your response to the assignment, you are expected to demonstrate the depth of your understanding of the content area through your ability to apply your knowledge and skills rather than merely to recite factual information.

Your response to the assignment will be evaluated on the basis of the following criteria:

 start bold PURPOSE: end bold  the extent to which the response achieves the purpose of the assignment
 start bold SUBJECT MATTER KNOWLEDGE: end bold  accuracy and appropriateness in the application of subject matter knowledge
 start bold SUPPORT: end bold  quality and relevance of supporting details
 start bold RATIONALE: end bold  soundness of argument and degree of understanding of the subject matter

The constructed-response assignment is intended to assess subject matter knowledge and skills, not writing ability. However, your response must be communicated clearly enough to permit valid judgment of the scoring criteria. Your response should be written for an audience of educators in this field. The final version of your response should conform to the conventions of edited American English. Your written response must 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 topic. You may not use any reference materials during the test. Remember to review what you have written and make any changes you think will improve your response.

Sample Constructed-Response Assignment

subarea roman numeral 6 
Foundations of Agricultural Education

 start bold Read the information below; then complete the exercise that follows. end bold 

You are a high school agricultural education teacher in Oklahoma. You are planning a field trip for students to two local forested areas to compare wildlife habitats in each. One area is a wildlife reserve with a large number of habitats including mature forest, field, and swamp. The other area is a managed, even-aged stand of trees owned by a private landowner. The day's activities will involve transportation to each site by bus and then considerable walking over variable terrain and ground cover.

Using your knowledge of agricultural education and the information above, prepare a response in which you:

Sample Strong Response to the Constructed-Response Assignment

 start bold Please note: The sample response provided below is for review purposes only and should not be used in a response on an operational exam. Use of the exact words and phrases presented in this sample response will result in a score of "U" (Unscorable) due to lack of original work. end bold 

A field trip to two forests in Oklahoma may expose students to the possibility of bites from disease-carrying ticks, stings from bees or wasps, or bites from poisonous snakes.

Deer ticks in Oklahoma can carry Southern tick-associated rash illness (STARI), which is similar to Lyme disease. Teachers should provide tick repellent that contains DEET to students. DEET should be applied only to clothing, and is the most effective tick repellent available. Students should be reminded to wear long pants and to tuck their pants into their boots. The combination of tucked-in pants and repellent applied to clothing should prevent most incidences of tick bite. Students should also be given a handout that describes deer and dog ticks and the symptoms of STARI to eliminate confusion about the disease. Students should be reminded to check their bodies thoroughly when they return home and should be informed about the correct way to remove a tick that is embedded in the body. Since a tick must be embedded for at least 24 hours to transmit the disease, tick removal is an effective way of preventing infection.

Bee and wasp stings cause discomfort. To those who are allergic, bee stings can cause a serious reaction that can include anaphylactic shock. Before the trip teachers should identify those students who are allergic to bee stings to facilitate a rapid response if one of them is stung. Teachers should also carry a kit to prevent anaphylactic shock and familiarize themselves with its use to ensure that the response is effective.

Seven species of poisonous snakes are found in various habitats and areas of Oklahoma. These snakes include copperheads, cottonmouths, and five species of rattlesnake. Teachers should familiarize themselves with the appearance of each of the species of poisonous snakes in their area, the habitats of each species (e.g., swamps for cottonmouths), and their habits and behavior. This will facilitate the identification of any snakes that are encountered and help teachers plan routes to avoid possible encounters with members of each species. Teachers should also carry an approved snakebite kit and know how to use it to ensure that the response to any incidence of snakebite is rapid and effective. Finally, proper clothing and shoes to protect students from ticks, bees, wasps, and poisonous snakes must be required for students who are going on the field trip.

Physical injuries to ankles and legs from stepping in holes or tripping over uneven substrates are also possibilities on a field trip. Students following one another closely on a wooded path may also experience eye injuries from branches snapped back into their faces. Teachers can minimize these hazards by choosing routes carefully and staying on trails that are wide and free of holes, roots, or deadfalls. Leaving trails to bushwhack through the woods or travelling on narrow, unmaintained paths may expose students to the risk of injury as well as increase the likelihood of tick bites, bee stings, or encounters with poisonous snakes.

Acceptable student behavior and discipline should be reviewed prior to going on the trip. During the trip, student behavior should be constantly monitored and discipline maintained. Injuries are commonly caused by running, pushing, or other types of horseplay and can often be avoided if this type of behavior is discouraged. Spacing students as they walk down a path and providing frequent reminders not to let branches snap back can help students avoid eye injuries.

Teachers should also carry a well-stocked first-aid kit to help treat bumps, bruises, sprains, and cuts that could occur on the trip. Finally, it would be worthwhile for teachers to scout the area a few days before the trip is scheduled to take place. This would allow teachers to identify hazards that could be encountered, such as rough areas of trail, bees' nests, or likely snake habitats.

Performance Characteristics

The following characteristics guide the scoring of responses to the constructed-response assignment.

Characteristics that guide the scoring of responses
Purpose The extent to which the response achieves the purpose of the assignment
Subject Matter Knowledge The accuracy and appropriateness in the application of subject matter knowledge
Support The quality and relevance of supporting details
Rationale The soundness of argument and degree of understanding of the subject matter

Scoring Scale

Scores will be assigned to each response to the constructed-response assignment according to the following scoring scale.

Score Scale with description for each score point.
Score Point Score Point Description
4  start bold The "4" response reflects a thorough knowledge and understanding of the subject matter. end bold 
  • The purpose of the assignment is fully achieved.
  • There is a 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  start bold The "3" response reflects a general knowledge and understanding of the subject matter. end bold 
  • The purpose of the assignment is largely achieved.
  • There is a generally accurate and appropriate application of subject matter knowledge.
  • The supporting evidence generally supports the discussion; there are some relevant examples.
  • The response reflects a general understanding of the topic.
2  start bold The "2" response reflects a partial knowledge and understanding of the subject matter. end bold 
  • 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  start bold The "1" response reflects little or no knowledge and understanding of the subject matter. end bold 
  • 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 unscorable because it is illegible, not written to the assigned topic, written in a language other than English, or lacking a sufficient amount of original work to score.
B There is no response to the assignment.