Design framework Item development Cognitive complexity Sample items ELA ITEM DESIGN

4 BUILDING BLOCKS Learning Progression Item Design Outcomes/ Scoring Assessment Quality

 BEAR Assessment System Step 2  A match between what is taught and what is assessed  Constructive alignment  aligning teaching and assessment to the learning outcomes/standards (Biggs, 2003)  Proposed items are located along the LP map ITEM DESIGN FRAMEWORK Learning Outcomes/ Standards Assessment Task Teaching & Instruction One Framework (Wilson & Sloane, 2000)

 Item design framework used by Smarter-Balanced Assessment under the evidence-centered design approach (Mislevy, Steinberg, & Almond, 2003)  Defined as the degree to which expectations and assessments work together to improve and measure students learning ALIGNMENT FRAMEWORK

1.Categorical concurrence Commonality between the content categories of the standards and those of the assessment items 2.Range of knowledge correspondence Number of objectives within each standard covered by item(s) 3.Balance of representation Relative coverage of content categories by items in a test 4.Depth of Knowledge consistency Match between the cognitive demand of items and the level of cognitive demand communicated by the wording of the objectives 4 CRITERIA TO DETERMINE THE DEGREE OF ALIGNMENT

 Universal design  Design item that accurately assess the targeted competency for all students  Ensure item fairness – make sure that items are equally difficult for groups of equal ability (e.g. males and females; urban and rural)  Vocabulary & language  use content-specific language appropriate to the assessed grade  For non-content-specific material, use vocabulary/language from previous grade levels ITEM DEVELOPMENT

 Grade appropriateness  Design items that assess a primary content domain/standard of the appropriate grade  “For non-reading items, the reading level is approximately one grade level below the grade level of the test, except for specifically assessed content terms or concepts” (SBAC, 2012)  Using items to link tests  For pre-post test designs, include some items that appeared on previous test(s) to measure student progress  If the time between tests is relatively long (i.e. 2-3 months), the same test can be used  If the time is short (i.e. 2-3 weeks), pick a few items to reuse and include new ones ITEM DEVELOPMENT

 Use of Modified Bloom’s Taxonomy  Definition  An example of Cognitive Rigor Matrix (Hess, et al., 2009)  Demonstration on how to align standards and proposed item(s) on the LP map COGNITIVE COMPLEXITY

 Modified by Anderson & Krathwohl (2001) MODIFIED BLOOM’S TAXONOMY Old Bloom’s Taxonomy (Bloom, 1956) Knowledge Comprehension Application Analysis Synthesis Evaluation

COGNITIVE RIGOR MATRIX

SAMPLE ITEMS FOCUS ON APPLICATION PROCESS ProcessLevel 1: Recall & Reproduction Level 2: Skills & Concepts Level 3: Strategic Thinking/ Reasoning Level 4: Extended Thinking Apply: Carry out or use a procedure in a given situations; carry out (apply to a familiar task) or use (apply) to an unfamiliar task. Follow simple/routine procedures. Apply an algorithm or formula. Solve routine problems applying multiple concepts or decision points. Use or apply concepts to solve non-routine problems. Select or devise an approach among many alternatives to solve a novel problem.

SAMPLE ITEMS  Intended levels: Grade 6,7,8  Intended Claim: Claim #1  Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.  Strand: Reading Literary Text  Anchor Domain: Craft & Structure  Anchor Standards:  Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.  Standards: 8.RL.4, 7.RL.4, 6.RL.4  Assessment Target: Target #7 on Language use

SAMPLE ITEMS’ SPECIFICATION Grade 6Grade 7Grade 8 DOK323 Grade-specific Standard: RL-4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Assessment Standards for Target #7 – Language Use Interpret figurative language use (e.g., personification, metaphor), literary devices, or connotative meanings of words and phrases used in context and their impact on reader interpretation Interpret impact or intent of figurative language use (e.g., alliteration, onomatopoeia, imagery), literary devices (e.g., flashback, foreshadowing), or connotative meanings of words and phrases used in context and their impact on reader interpretation Determine or interpret impact or intent of figurative language/literary devices or connotative meanings of words and phrases used in context and the impact of those word choices on meaning and tone.

SAMPLE ITEM GRADE 8 Stimulus Text: Below is an excerpt from American Indian Stories. As you read the excerpt, consider how the author’s word choice develops certain aspects of the narrator’s experience and then answer the questions that follow. “The Legends” From American Indian Stories By Zitkala-Sa At the arrival of our guests I sat close to my mother, and did not leave her side without first asking her consent. I ate my supper in quiet, listening patiently to the talk of the old people, wishing all the time that they would begin the stories I loved best. At last, when I could not wait any longer, I whispered in my mother's ear, "Ask them to tell an Iktomi story, mother." Soothing my impatience, my mother said aloud, "My little daughter is anxious to hear your legends." By this time all were through eating, and the evening was fast deepening into twilight. As each in turn began to tell a legend, I pillowed my head in my mother's lap; and lying flat upon my back, I watched the stars as they peeped down upon me, one by one. The increasing interest of the tale aroused me, and I sat up eagerly listening to every word. The old women made funny remarks, and laughed so heartily that I could not help joining them. The distant howling of a pack of wolves or the hooting of an owl in the river bottom frightened me, and I nestled into my mother's lap. She added some dry sticks to the open fire, and the bright flames leaped up into the faces of the old folks as they sat around in a great circle.

SAMPLE ITEM GRADE 8, CONT’D LP StandardSBAC StandardCognitive Rigor 8.RL.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Determine or interpret impact or intent of figurative language/literary devices or connotative meanings of words and phrases used in context and the impact of those word choices on meaning and tone. Analyze, Level 3 (Analyze author’s craft/concept)

SAMPLE ITEM GRADE 7 The Forsaken Merman By Matthew Arnold Come, dear children, let us away; Down and away below! Now my brothers call from the bay, Now the great winds shoreward blow, Now the salt tides seaward flow; Now the wild white horses play, Champ and chafe and toss in the spray. Children dear, let us away! This way, this way! Call her once before you go— Call once yet! In a voice that she will know: "Margaret! Margaret!" Children's voices should be dear (Call once more) to a mother's ear; Children's voices, wild with pain— Surely she will come again! Call her once and come away; This way, this way! "Mother dear, we cannot stay! The wild white horses foam and fret." Margaret! Come, dear children, come away down; Call no more! One last look at the white-wall'd town And the little grey church on the windy shore, Then come down! She will not come though you call all day; Come away, come away! Children dear, was it yesterday We heard the sweet bells over the bay? In the caverns where we lay, Through the surf and through the swell, The far-off sound of a silver bell? Sand-strewn caverns, cool and deep, Where the winds are all asleep; Where the spent lights quiver and gleam, Where the salt weed sways in the stream, Where the sea-beasts, ranged all round, Feed in the ooze of their pasture-ground; Where the se a-snakes coil and twine, Dry their mail and bask in the brine; Where great whales come sailing by, Sail and sail, with unshut eye, Round the world for ever and aye? When did music come this way? Children dear, was it yesterday? Stimulus text: This poem is spoken in the voice of a male mermaid, whose wife has decided to leave the ocean and return to life on land.

SAMPLE ITEM GRADE 7, CONT’D

LP AND COGNITIVE RIGOR LP StandardSBAC StandardCognitive Rigor 7.RL.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. Interpret impact or intent of figurative language use (e.g., alliteration, onomatopoeia, imagery), literary devices (e.g., flashback, foreshadowing), or connotative meanings of words and phrases used in context and their impact on reader interpretation Analyze, Level 2 (Identify use of literary devices)

SAMPLE ITEM GRADE 6 The highlighted sentence from Summer on Wheels includes a literary device What does the literary device mean? Why did the author most likely select the literary device for this description? Write a 2-3 sentence answer responding to these questions

LP AND COGNITIVE RIGOR LP StandardSBAC StandardCognitive Rigor 6.RL.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. Interpret figurative language use (e.g., personification, metaphor), literary devices, or connotative meanings of words and phrases used in context and their impact on reader interpretation. Analyze, Level 3 (Analyze author’s craft, viewpoint, or potential bias)

 Bloom, B. S. (1956). Taxonomy of educational objectives. Handbook I: The Cognitive Domain. New York, NY: David McKay Co.  Anderson, L. W., & Krathwohl, D. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York, NY: Longman.  Common Core Standards Initiative. (2014). Common core standards for English language arts & literacy in history/social studies, science, and technical subjects. Retrieved from  Hess, K., Carloc, D., Jones, B., & Walkup, J., (2009). What exactly do “fewer, clearer, and higher standards” really look like in the classroom? Using a cognitive rigor matrix to analyze curriculum, plan lessons, and implement assessments. Paper presented at CCSSO, Detroit, Michigan.  Nitko, A. J., & Brookhart, S. (2007). Educational assessment of students. Upper Saddle River, NJ: Pearson Education, Inc.  McMillan, J. H. (2007). Classroom assessment. Principles and practice for effective standard-based instruction (4th ed.). Boston: Pearson - Allyn & Bacon.  Oregon Department of Education. (2014, June). Assessment guidance.  (2014).CCSS Toolkit: ELA/Literacy Claim 1 Sample Summative Items (6-8). Retrieved from  Webb, N. (2007). Aligning assessments and standards. Retrieved from  Wilson, M. (2005). Constructing measures: An item response modeling approach. New York, NY: Psychology Press, Taylor & Francis Group.  Wilson, M., & Sloane, K. (2000). From principles to practice: An embedded assessment system. Applied Measurement in Education, 13 (2), pp  Smarter Balanced Assessment Consortium. (2012, April). General item specifications.  CCSS BIBLIOGRAPHY

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