This paper explores the multiple meanings of constructed response. The term is conceptualized as a superordinate category subsuming a variety of item formats ranging from minor adaptations of multiple choice to "authentic" assessment tasks. The meaning of these formats is explored through four validity facets: construct validity, relevance/utility, value implications, and social consequences. This exploration leads to a multi-dimensional structure for conceptualizing constructed-response formats. From this conception, it is argued that appreciating the term's multiple meanings broadens the intellectual and political debate, identifies gaps in our knowledge base, and suggests a balanced approach to educational assessment. (47pp.)