Content Specifications for the Summative Assessment of the ...

TABLE OF CONTENTS
Page
Introduction and Background
7
Using This Document
Purpose of the Content Specifications
Consortium Theory of Action for Assessment Systems
Accessibility to Content Standards and Assessments
Content Mapping and Content Specifications for Assessment Design
Evidence-based Design
Part I – Development Process for the Major Claims and Assessment Targets 15
Part II – Content Specifications: Mapping Assessment Targets to Standards
21
Defining Assessment Claims and Relevant and Sufficient Evidence
Assessment Targets
Proposed Reporting Categories
Other Assessment Notes
Summary of Overall Test Design for ELA/ Literacy
Part III – Claims, Rationale, Evidence, Assessment Targets, Proposed Reporting
Categories
26
Overall Claim – Students can demonstrate [progress toward (Gr. 3-8)] college and
career readiness in English language arts and literacy (p. 26)
Claim #1 – Students can read closely and analytically to comprehend a range of
increasingly complex literary and informational texts. (p. 29)
Claim #2 – Students can produce effective and well-grounded writing for a range of
purposes and audiences. (p. 45)
Claim #3 – Students can employ effective speaking and listening skills for a range of
purposes and audiences. (p. 56)
Claim #4 – Students can engage in research / inquiry to investigate topics, and to
analyze, integrate, and present information. (p. 63)
References 75
Appendices
Appendix A: Cognitive Rigor Matrix/Depth of Knowledge (p. 79)
Appendix B: Grade Level Tables for Reading Assessment Targets (p. 80)
Appendix C: Tools for Examining Text Complexity (p. 98)
79
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