Content Specifications for the Summative Assessment of the ...

systematic (empirical) observation methods and analyses of evidence produced in student work samples
from a range of assessments.
Observation: A set of
specifications for
assessment tasks that will
elicit illuminating responses
from students
Interpretation: The
methods and analytic tools
used to make sense of and
reason from the assessment
observations/evidence
Cognition: Beliefs about how
humans represent information and
develop competence in a particular
academic domain
The Assessment Triangle (NRC, 2001, p. 44)
Evidence-based design: SBAC is committed to using evidence-based design in its development of
assessments in the Consortium’s system. The SBAC approach is detailed in the following section, but a
brief explanation is as follows. In this document, five “Claims” are declared about what students should
know and be able to do in the domain of English language arts and literacy. Each claim is accompanied
by a “Rationale” that provides the basis for establishing the claim as central to ELA/Literacy. The
Claims and Rationales represent the “cognition” part of the assessment triangle. For each Claim and
Rationale there is a section representing the “observation” corner of the triangle. Here, a narrative
description lays out the kinds of evidence that would be sufficient to support the claim, which is
followed by tables describing “Assessment Targets” linked to the Common Core standards. Finally, the
“interpretation” corner of the triangle is represented by a section for each claim that lists the “Proposed
Reporting Categories” that the assessment would provide.
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