Content Specifications for the Summative Assessment of the ...

happened and why, and providing specific information from the text.
The different kinds of assessment items and tasks derived from this single standard would each require
different cognitive demands of the reader. An item with a focus on using details from the text can be
associated with standard RI-1 (DOK 1 or 2); while an item calling for summarization can be linked to RI-
2 (DOK 2); and an item asking to support an interpretation of the text (e.g., what happened and why using
supporting evidence) (DOK 3) can be viewed as primarily related to RI-3.
A variety of
items and
item types
could be
included to
assess the
same
standard
(e.g., RI-3)
using one or
more
different
texts.
o Sample SBAC Assessment targets addressing three potential ways to assess content of
RI-3 at grade 4 with varying cognitive demand and item types
KEY DETAILS: Use explicit details and implicit information from the text to support answers or
basic inferences about information presented Standards: RI-1, RI-3 (DOK 1, DOK 2) “Key
Details” items are most likely to be developed as selected response items.
CENTRAL IDEAS: Identify or summarize central ideas, key events, or procedures Standards:
RI-2 (DOK 2) “Central Ideas” items are most likely to be developed as selected response
items.
REASONING & EVALUATION: Use supporting evidence to justify or interpret how
information is presented or integrated (author’s reasoning, type of account, visual/graphic
information, concepts, or ideas) Standards: RI-1, RI-3, RI-6, RI-8 and RI-9 (DOK 3) Note
that several standards may be assessed using this target. Text content will determine the focus of
assessment items. “Reasoning” items are likely to be developed as short and longer
constructed response items and yield more score points than selected response items.
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