English Language Arts Item Review Considerations Training Module

Item Review Module Logistics of the item review committee meeting – Structure and organization – Expectations of members Content review considerations – Stimuli – Item

Item Review Committee Quality of items, tasks, and stimuli Committee composition: – Facilitator – Small group of members

Expectation of Committee Members Conduct the review based on the criteria discussed during training Listen to, and collaborate with, other committee members High expectations for quality Provide honest and constructive feedback Focus on issues of content Be familiar with: – Common Core State Standards – Smarter Balanced Content Specifications – Smarter Balanced Item and Task Specifications

Stimulus Review Considerations Stimulus specifications Claim consideration Grade-level appropriate content Accurate information Editorial consideration

Stimulus Length and Complexity Length Guidelines Lexile Guidelines Qualitative measures and judgment GradeMaximum Word Count High School (9–11)1,100 Grade BandLexile Ranges K–1N/A 2–3450– –980 6–8955–1155 9–101080– –CCR1215–1355

Common Core State Standards Appendix A Text Complexity – Pages 4–7

Item Review Considerations Alignment with primary Claim and Assessment Target Alignment with Depth of Knowledge level Compliance with: – Smarter Balanced Assessment Consortium Content Specifications – Smarter Balanced Assessment Consortium Item Specifications

Reviewing Items for Content and Accuracy Selected Response Items: – Is key accurate? – Are distractors inaccurate responses? – Are distractors plausible responses? Constructed Response Items: – Is the scoring criteria accurate? – Do exemplars accurately reflect scoring criteria? Stimuli and Stem: – Is all content accurate? – Is all content grade level appropriate?

Item Review Content Considerations Measure assessment target Non-targeted knowledge and skills Readability of stem and response options Editorial consideration

Summary of Key Considerations Accuracy Readability and text complexity Grade level appropriate content Alignment with assessment target Non-targeted knowledge and skills Depth of knowledge Editorial considerations