Alaska Measures of Progress (AMP) Summative Assessment Framework 1

Alaska Standards and the Summative Assessment Framework 2

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4 Summative Assessment Framework

Includes information about the content emphases and the item specifications of the Summative Assessment---AMP. Combines test development documents and adapts the information for use by educators. Provides an overview of the assessment for each grade, using tables to identify: Claims, Targets and Evidence Statements. 5

Writing Test Items What are the big ideas of the standards? These are called Claims. How can we group standards together to reflect how students learn? These are called Targets. What evidence would I look for to know if a student really understand that group of standards? These are called Evidence Statements. What question will elicit that evidence from a student? 6

Organize the standards around big ideas. Describe specific skills required of students. Form a bridge between standards, assessment and instruction. 7

When Students learn, they use skills related to multiple standards. 8 Key Details Word meaning Analyzing text features Grammar and punctuation

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10 English Language Arts Starts on Page 8

11 Mathematics Starts on Page 104

Putting it all together 12 Claims Targets Standards Evidence Statements

Putting it all together 13 Claims Targets Standards Evidence Statements Broad statements of what students will know as a result of receiving instruction in the standards.

What do we want our students to do in ELA? 14 Produce effective writing for a range of purposes Read closely and analytically Employ effective speaking and listening skills ELA Claim 1Claim 2Claim 3

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What do we want our students to do? 16 Modeling and Data Analysis Problem Solving Concepts & Procedures Communicating and Reasoning Claim 1Claim 2Claim 3Claim 4 Content Standards Standards of Mathematical Practices

17 Mathematics

18 Mathematics Claims 2, 3 and 4

Putting it all together 19 Claims Targets Standards Evidence Statements Groups of related standards that can be measured.

20 English Language Arts

21 Mathematics

Math Targets and Math Standards “Cluster” Connection 22 Operations and Algebraic Thinking 4.OA Use the four operations with whole numbers to solve problems. 4.OA.1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 groups of 7 and 7 groups of 5 (Commutative property). Represent verbal statements of multiplicative comparisons as multiplication equations. 4.OA.2. Multiply or divide to solve word problems involving multiplicative comparison (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem or missing numbers in an array). Distinguish multiplicative comparison from additive comparison. 4.OA.3. Solve multistep word problems posed with whole numbers and having whole- number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Grade 4 Groups of related standards.

Putting it all together 23 Claims Targets Standards Evidence Statements Alaska ELA and Mathematics Standards; Standards for Mathematical Practice

24 English Language Arts

Putting it all together 25 Claims Targets Standards Evidence Statements Statements that define how students demonstrate mastery of the targets

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27 Mathematics

Compare Evidence Statements Pick a content area (math or ELA) 2. Pick a Target in grade 6 and read the evidence statement. 3. Pick the same Target in grade 8 and grade 4 and read the evidence statement. What do you notice? What do you wonder?

Goal DOK 29

Relative Emphasis 30

Putting it all together 31 How might the SAF support the work of teachers or principals with instructional planning?

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