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

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1Demonstratesminimal command ofthe knowledge andskills associated withcollege and careerreadinessStudent needssubstantial supportto meet collegereadiness standard.States/districts/colleges may offer supplementalprograms for these students. States also may chooseto retest these students near the conclusion of Grade12. Colleges may evaluate additional data (coursescompleted, grades, placement test scores, etc.) todetermine placement in developmental or creditbearingcourses.Score Expiration Guidance. Because some students do not proceed directly from high school tocollege, the Consortium will develop guidance for colleges and universities on how long the Grade 11assessment score should be considered valid. This guidance will be developed in collaboration withthe Consortium’s psychometric experts, content specialists, and higher education leads.Validation. It will be important to validate the chosen cut scores through longitudinal studies ofstudents who completed the Smarter Balanced assessments in Grade 11 and subsequently enteredhigher education. The first such students will enter higher education in the fall of 2016. As SmarterBalanced develops and implements its comprehensive validity research agenda, the Consortiumwelcomes input on the best approach and criterion for testing this important element of predictivevalidity.Career Readiness. The Smarter Balanced overall claim asserts that a student can demonstratecareer readiness in addition to college readiness. Smarter Balanced is committed to preparingstudents for both the workforce and for college, as specified by the CCSS. Smarter Balanced isworking with experts in career readiness to determine how the assessment can best advise studentson their readiness for postsecondary career pursuits. Further information will be appended to thisdocument once it is ready for public review and comment.Range and Threshold ALDsThe ALD-writing workshop panelists wrote Range ALDs for each assessment target and ThresholdALDs for each content category associated with the specific content claims. Figure 2 (on the nextpage) provides a graphic representation of the relationship among claims, content categories,assessment targets, and the related standards in the CCSS. The panelists worked from anabbreviated version of the Smarter Balanced Content Specifications, in which the assessmenttargets were juxtaposed to the related standards from the CCSS. First, the panelists delineatedRange ALDs for the four achievement levels using both the Smarter Balanced Content Specificationsas well as the CCSS. This method ensured a high level of fidelity to the standards. Once the RangeALDs were drafted, the panelists created Threshold ALDs by identifying those KSPs within eachRange ALD that would be necessary to enter the achievement level.7
Figure 2. Relationship among Content Claims, Content Categories, Assessment Targets, and StandardsContentCategory 1Target 1aTarget 1bTarget 1cCCSS Standard ACCSS Standard BCCSS Standard CCCSS Standard DCCSS Standard EContentClaimTarget …Target 2aCCSS Standard FCCSS Standard GCCSS Standard HCCSS Standard IContentCategory 2Target 2bTarget 2cCCSS Standard KCCSS Standard LCCSS Standard MCCSS Standard NPresentation of ALDs.Table 6 shows generic versions of the Policy, Range, and Threshold ALDs. The ALDs are presented inmatrices to emphasize the way in which all types of ALDs work together to create a comprehensivefinal product. There are separate matrices for ELA/literacy and mathematics at each grade level.Within each matrix:• The Policy ALDs for the overall claim are shown in the top row (in blue).• The second row (in blue) displays Content ALDs for one of the four specific content claims.• Under the Policy and Content ALDs, the content category for each specific content claim ispresented in red.• The Range ALDs are presented in green for each assessment target within a given contentcategory.• At the end of each content category, the Threshold ALDs are shown in the row with no color.The Threshold ALDs are presented at the level of the content category, while the Range ALDs arepresented at the level of the assessment target. The rows then repeat for each set of contentcategories under each specific content claim.8
Page 3 and 4: This document provides an overview
Page 5 and 6: Policy ALDsFor both ELA/literacy an
Page 7: in the core areas of ELA/literacy a
Page 11 and 12: GRADE 4Overall Claim: Students cand
Page 13 and 14: GRADE 4Target 8. KEY DETAILS:Use ex
Page 16 and 17: GRADE 4Target 1. WRITE/REVISEBRIEF
Page 18 and 19: GRADE 4to prompt) andelaboration, a
Page 20 and 21: GRADE 4• Strategically use langua
Page 22 and 23: GRADE 4Overall Claim: Studentscan d

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

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