SBAC Achievement Level Descriptors, Grade 4 - ND Curriculum ...

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Table 1. ALDs by Use, Purpose, and Intended AudienceALD Type Use Purpose Intended AudiencePolicyTest development andconceptualizationSet tone for the rigor of performancestandards expected by sponsoringagencyPolicymakersRange Item-writing guidance Define content range and limits Item writers and testdevelopersThresholdCut-score recommendationand standard-setting guidanceDefine threshold performance ateach achievement levelStandard-settingpanelistsReporting Test-score interpretation Describe the KSPs that test takersdemonstrate and indicate theknowledge and skills that must bedeveloped to attain the next level ofachievementStakeholders, suchas parents, students,teachers, K-12leaders, and highereducation officialsThe policy, range, and threshold ALDs provided with this report are labeled as “initial” because theywill be refined and finally adopted by Smarter Balanced after student performance data are collectedthrough a national field test and after standard setting occurs. This will ensure a seamlessintegration of the ALDs with student performance measures.Developing Achievement Level Descriptors for Smarter BalancedSmarter Balanced held an ALD-writing workshop at the beginning of October 2012 to draft its initialPolicy, Range, and Threshold ALDs. K-12 and higher education representatives from each GoverningState participated in the workshop. The workshop panelists included K-12 teachers andadministrators, as well as faculty from two- and four-year colleges and universities. Individuals whohad strong knowledge of the CCSS and/or had participated previously in developing achievementlevel descriptors or learning outcome statements were nominated by their states’ K-12 and HigherEducation Leads (the primary state representatives to Smarter Balanced) and were selected bySmarter Balanced staff, volunteer leaders, and contractors. Members of the Smarter BalancedTechnical Advisory Committee and individuals from Student Achievement Partners who were primarywriters of the CCSS attended the workshop to act as expert advisors.To create the ALDs, the workshop panelists examined both the Smarter Balanced ContentSpecifications (www.smarterbalanced.org/smarter-balanced-assessments/) and the Common CoreState Standards (www.corestandards.org). For the Policy ALDs, the panelists delineated the SmarterBalanced overall claims and specific content claims described in the Content Specifications intoachievement levels. The Range and Threshold ALDs drew upon the assessment targets in theSmarter Balanced Content Specifications, as well as the specific content standards in the CCSS thatunderlie the assessment targets.3
Policy ALDsFor both ELA/literacy and mathematics, Smarter Balanced has an overall claim for Grades 3–8 andan overall claim for Grade 11, as shown in Table 2 below. In addition, there are four specific contentclaims for ELA/literacy and for mathematics. Table 3 below lists the specific content claims for eachcontent area. Through these claims, Smarter Balanced has made an assertion about the desiredperformance of students. Policy ALDs are associated with both the overall claims and the specificcontent claims. For the sake of clarity, the ALDs associated with the overall claims will be referred toas “Policy ALDs,” and the ALDs associated with the specific content claims will be referred to as“Content ALDs”.Table 2. Smarter Balanced Overall ClaimsOverall Claim for Grades3–8Students can demonstrate progress toward college and career readiness inELA/literacy [or mathematics].Overall Claim for Grade11Students can demonstrate college and career readiness in ELA/literacy [ormathematics].Table 3. Smarter Balanced Specific Content Claims for ELA/Literacy and MathematicsClaim ELA/Literacy Mathematics1 Reading—Students can read closely andanalytically to comprehend a range ofincreasingly complex literary andinformational texts.Concepts and Procedures—Students can explain andapply mathematical concepts and interpret and carry outmathematical procedures with precision and fluency.2 Writing—Students can produce effectiveand well-grounded writing for a range ofpurposes and audiences.3 Speaking and Listening—Students canemploy effective speaking and listeningskills for a range of purposes andaudiences.Problem Solving—Students can solve a range of complex,well-posed problems in pure and applied mathematics,making productive use of knowledge and problemsolvingstrategies.Communicating Reasoning—Students can clearly andprecisely construct viable arguments to support theirown reasoning and to critique the reasoning of others.4 Research—Students can engage inresearch/inquiry to investigate topicsand to analyze, integrate, and presentinformation.Modeling and Data Analysis—Students can analyzecomplex, real-world scenarios and construct and usemathematical models to interpret and solve problems.4
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SBAC Achievement Level Descriptors, Grade 4 - ND Curriculum ...

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