Study Guide

Field 128: Blind/Visual Impairment 
Sample Constructed-Response Assignment

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Test 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 to 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 5 
Case Study—Analysis of Data to Identify and Effectively Address Student Needs

 start bold Use the information provided in the exhibits to complete the assignment that follows.  end bold 

Analyze the information provided in the exhibits and, using evidence from each of the exhibits to support your ideas, write a response of approximately  300 to 600  words in which you:

 start bold Be sure to cite evidence from each of the exhibits in your response.  end bold 

Student Profile

Alden, a six-year-old student, attends a general education first-grade classroom. He has a visual diagnosis of ocular albinism with nystagmus. Alden has perpendicular nystagmus in both eyes and has not mastered finding the null point.

Alden was diagnosed at the age of six months by a pediatric ophthalmologist. Early intervention VI services, including orientation and mobility (O&M) and occupational therapy (OT), were started just prior to Alden's first birthday. At age 3, he transitioned to a preschool program where he continued to receive VI, O&M, and OT services. Alden's current first-grade Individualized Education Program (IEP) details direct instruction by the teacher of students with visual impairments (TVI) of 45 minutes each, twice a week. The O&M specialist sees Alden every two weeks for 45 minutes. OT services are consultative at this time.

Alden's most recent ophthalmological report states visual acuity of 20/200 OU. He reads 33  point  font at a distance of 6 inches. Correction with glasses was attempted but was unsuccessful. Alden is sensitive to glare and wears a cap with a visor as well as tinted lenses outdoors and in brightly lit indoor settings.

Alden's teachers report that he has strong auditory skills and auditory memory skills. Teachers report that he is able to find his cubby and his seat in the classroom by using his vision. He has difficulty accessing material on the whiteboard, bulletin boards, and word walls and is struggling academically in all areas. Alden's parents express that he is coming home sad and frustrated and does not want to go to school in the mornings. His parents and teachers report observing episodes of eye poking, frequent rocking, and headaches. Alden often forgets to bring his homework and magnifier and other papers home from school.

Academic Assessment Excerpts

Given Alden's vision status, a desktop electronic magnifier was used for items requiring the use of vision for the  start italics WJ end italics   roman numeral 4  trademark symbol  assessment. Items were also administered orally where appropriate.

 start bold and italics Woodcock-Johnson registered trademark symbol   roman numeral 4  Tests of Achievement (WJ  roman numeral 4  trademark symbol ) end bold and italics 

Broad Reading Cluster: 78 (low range)

Letter-Word ID: 85 (low average range)
Passage Comprehension: 72 (low range)
Sentence Reading Fluency: 77 (low range)

Broad Math Cluster: 80 (low average range)

Applied Problems: 74 (low range)
Calculation: 83 (low average range)
Math Fluency: 77 (low range)

Broad Written Language Cluster: 72 (low range)

Spelling: 89 (low average range)
Word Attack: 70 (low range)
Sentence Writing Fluency: 70 (low range)

 start bold BRIGANCE registered trademark symbol  Diagnostic Comprehensive Inventory of Basic Skills—Revised (CIBS—R) end bold 

Daily Living Skills: 70 (low range)
Classroom Behavior: 73 (low range)
General Knowledge and Comprehension: 80 (low average range)

 start bold Woodcock-Johnson registered trademark symbol   roman numeral 3  Oral Language Battery (WJ  roman numeral 3  registered trademark symbol ;) end bold 

Auditory Memory Cluster: 90 (average range)

Sentence Repetition: 84 (low average range)
Memory for Words: 90 (average range)

Listening Comprehension Cluster: 81 (low average range)

Oral Comprehension: 80 (low average range)
Understanding Directions: 82 (low average range)

Vision Assessment Excerpts

 start bold Functional Vision Assessment (FVA) end bold 

Distance Acuity: Alden's distance visual acuity was assessed using a tumbling E chart and distance vision was measured as 20/200 OU.

Near Acuity: At a distance of 6 inches, Alden was able to read 33  point  font.

Visual Field: Alden's confrontational visual fields were measured using a 4-inch-diameter bright yellow ball. Alden would turn his head toward the toy as soon as it was spotted. The ophthalmological report indicates mosaic field loss throughout the visual field.

Tracking: Alden had no difficulty moving his eyes from left to right across lines of text but had difficulty moving back from the right to left to locate the next line of text. Tracking movements are not smooth.

 start bold Learning Media Assessment (LMA) end bold 

Sensory Channels: Alden was observed in his classroom as he engaged in various activities. He navigated his classroom using his vision. When handed an unfamiliar object, Alden looked at it for a very brief time before asking, "What is it?" and requesting a description. Alden was attentive during story time but became off task very quickly when asked to write his spelling words. Alden displays rocking behaviors when listening to instruction or in whole-group activities. Alden has a primary sensory channel of auditory with visual as a secondary channel.

Learning Media: Alden is able to read 33  point  large print if he is allowed to bring the reading material to within 6 inches of his eyes. He shows markedly better comprehension when material is read to him (or audio materials are used) than when he reads the material independently. Alden's current primary literacy medium is audio materials, with large print as a secondary medium.

Literacy Tools and Technology: Alden is able to use a desktop electronic magnifier with some assistance. He can independently place a single page on the viewing tray and can operate the power control for the machine. He requires assistance with focusing and moving the tray to position the material where he can see it. He is unable to follow a line of print from left to right by moving the tray of the desktop electronic magnifier. Alden has been issued a  4 times  dome magnifier and is able to place the magnifier at the beginning of a page of print. He is able to slide the magnifier across the paper but is unable to stay on one line of print while doing so.

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 

One area of need for Alden that is in the academic realm is reading proficiency and comprehension. In looking at the results of the Woodcock-Johnson  roman numeral 4,  Alden presents in the low range of the overall Broad Reading Cluster. Teacher reports, as provided in the Student Profile, also identify that he has difficulty accessing material on the white board as well as around the classroom.

The results of the Woodcock-Johnson IV show that Alden has strong auditory memory, though his listening comprehension seems to be in the range of his reading skills; the teacher reports fall into line with him having a strong auditory memory, but also that his auditory skills in general are strong. Based on teacher reporting, his general auditory skills seem to be higher than what the results of the test show. A multi-sensory approach would help Alden with his reading skills by adding another level of understanding to reading in both comprehension and general reading skills. For Alden specifically, this would mean pairing auditory input with print information.

Multi-sensory approaches are so effective that they have been incorporated into most Learning Media Assessments (LMAs), as combining a strength with an area of need (specifically pairing auditory input with print), Alden will gradually develop a better understanding while reading through his auditory strengths. This will be a gradual process, but research shows that we should see improvement over time.

Of the 9 domains of the Expanded Core Curriculum, Alden would benefit most from additional instruction with assistive technology (AT). AT generally focuses on increasing communication, access, and learning. For Alden, we would be looking at increasing access and increasing learning through the use of AT. In the Functional Vision Assessment (FVA) provided, we learn that Alden has partial independence when using a desktop electronic magnifier and assistance with focusing the machine and moving the tray to position the material where he can see it.

As the FVA points out, Alden has some proficiency with using his desktop electronic magnifier, but he is not yet at the point of independence. In order to honor the knowledge that Alden already has in the use of the magnifier and furthering his independence with it, scaffolding would be an effective strategy. Scaffolding supplies a variable amount of support over time in order to move from teacher-led to student-led gradually. Start with what Alden knows how to do, demonstrate the portions that he cannot yet do independently, and gradually fade the amount of support needed and "hand it over" to Alden. This approach is entirely individualized to Alden's starting point, his needs, and how long it takes him to achieve each milestone along the way to full independence.

As discussed in the FVA and Student Profile, Alden has been exhibiting signs of frustration. A scaffolding approach is especially useful for students who are exhibiting frustration because it allows students to have help in both the amount of support provided as well as the length of time in which each variable level of support is needed. In beginning scaffolding, Alden will be able to make progress and celebrate each milestone along the way to full independence with his desktop magnifier. By providing a safe and supportive way for Alden to complete the task with support, his confidence will build, as will (likely) his motivation. Students feel pride when they are able to complete a task, and with scaffolding, Alden will have that sense of achievement every time using this joint effort. Once Alden achieves success with his current technology, additional options in the field of AT can be explored.

Rationale for the Sample Strong Response

Please note that the response is evaluated based upon the four performance characteristics of Purpose, Subject Matter Knowledge, Support, and Rationale. Please also note how the score point descriptions are based upon how the examinee attends to the performance characteristics. You should be very familiar with the CEOE performance characteristics and score scale and refer to them when reviewing this rationale.

The response largely satisfies the purpose of the assignment (refer to the instructions) by describing one area of need Alden has relating to reading in the academic domain, recommending a multi-sensory learning approach as an evidence-based area of need, and how using a multi-sensory learning approach will benefit Alden. The response also identifies that Alden has assistive technology (AT) needs when looking at the Expanded Core Curriculum (ECC), how the evidence-based method of scaffolding will benefit him in improving his independence with the desktop magnifier, and how the use of scaffolding is appropriate in addressing that need. The writer has clearly analyzed the provided exhibits and cites relevant evidence effective in meeting those needs; the strategies provided, while generally applicable, are not necessarily specifically unique to the field of Visual Impairments (VI). The response demonstrates generally accurate and appropriate application of subject matter and knowledge, including identifying student needs, from both the core curriculum and the ECC, based on provided documentation in different realms and how to approach those identified needs. The respondent has knowledge of how to take that information and apply it, as well as demonstrating knowledge of the realms of the ECC to identify needs that are directly applicable to Alden. Additionally, the writer offers a thoughtful rationale for each of the suggested strategies, including why a method is appropriate given Alden's specific needs and how each support addresses those needs. Overall, this response demonstrates a strong understanding of identifying student needs based on provided documentation and strategies to address those needs, providing an overall adequate understanding of knowledge of Blind/Visual Impairment content field.

Sample Weak Response to the Constructed-Response Assignment

Alden is having trouble in school. He can't read the whiteboard or what is posted around the classroom. This could either be due to the need for more visual accommodations, or because his FVA was incorrect and he needs a larger size of printed materials.

We could proceed in one of two ways. We could go through the process of a reading efficiency test to make sure he has the correct print size, or we could use the strategy of controlling the visual environment. This strategy would include giving Alden a desk copy of the board work, as well as reducing the "visual clutter" around the classroom so that Alden can visually "decode" more of the environment around him. This would allow him better access to the curriculum by further addressing his visual needs.

By doing another assessment, we can make sure that Alden isn't having trouble reading due to his vision, but something else. If we rule this out now, we can be sure that we are identifying needs specific to Alden. It will be important to use an approach that is supportive. Other strategies that may come up later and be necessary might include increasing 1:1 instruction with a peer or an adult, or working with the teacher to make further accommodations in the classroom.

One area of the ECC that Alden would benefit from would be organization, which is one of the ECC compensatory skills.

Alden isn't bringing home his magnifier or homework, as mentioned in the student profile, so he is likely disorganized. Organization is something a lot of students with Visual Impairments (VI) struggle with. It will be important to work closely with Alden to set up a system of organization and check in regularly to make sure that he is using that system consistently and doing a better job of transporting work from school to home. This will enable Alden with the support needed to keep up with the system.

By checking in regularly, we can help curb any frustration and make sure Alden uses this system so it doesn't get "out of control."

Rationale for the Sample Weak Response

Please note that the response is evaluated based upon the four performance characteristics of Purpose, Subject Matter Knowledge, Support, and Rationale. Please also note how the score point descriptions are based upon how the examinee attends to the performance characteristics. You should be very familiar with the CEOE performance characteristics and score scale and refer to them when reviewing this rationale.

This response partially achieves the purpose of the assignment (refer to instructions of the assignment) by neglecting to fully respond to all elements of the constructed response assignment. This response demonstrates an inappropriate application of subject matter knowledge. The activities described are not strategies for students with visual impairments, but are instead some interventions that can be taken in order to help the students, and describes a limited understanding of appropriate strategies or activities for individuals with visual impairments. The response fails to identify needs based on the background documents that are provided, and instead supplies some general suggestions that are not specific to students with visual impairments or Alden. Supporting evidence and examples are limited within the response, and the documents provided are not mentioned appropriately throughout the response. The premise of the information is based on conclusions drawn from the additional documentation rather than the factual aspects of the attached materials. Overall, the response represents a poorly reasoned understanding of the topic and little knowledge of how to create a plan of action for this student.

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.