1. Standards, Claims, and Targets
Reading Test Construction:
Standards, Claims, and Targets
Presented by Nancy Skerritt

2. Standards, Claims, and Targets
Our Learning Target: I can use the reading targets to develop prompts so that my students can practice and apply the skills measured on the new assessments.
Define each of the following with a table partner:
Standard
Claim
Target

3. Analyzing Test Construction
What are the skills that are measured on the new assessments?
How does an understanding of the reading targets support student learning?
Let’s explore test construction!

5. Test Construction
Standards
Claims
Targets

6. Defining Our Terms
Standards: What students should know and be able to do at each grade level in each content area
Claims: Statements that define mastery of the standards
Targets: What the assessment writers use to create test items
Targets are designed to prove the claims
and embed the standards
How did you do? Fist to Five!

7. Contrasting Standards with Targets
Reading Standards
Reading Targets
10 Anchor Standards
Literary and Informational Text are embedded in the anchor standards
Grade level standards reflect specific expectations for literary and informational text
14 Reading Targets
7 targets for literary text and 7 targets for informational text
Multiple standards may be incorporated into a target
Reading Standard 1, Finding Evidence, is applied across the 14 targets
What are you noticing?

9. Let’s Explore the Reading Targets!

10. Let’s explore an item specification!

11. Find and explain each of the following:
Target #
Literary or informational text?
DOK Level
Embedded Reading Standards
Item Types
Task Models
“Hot Text”
Stems
Scoring Rules

12. Check Your Responses! Target #: 11
Literary or informational text? Informational
DOK Level 3
Embedded Reading Standards RI 3, 6,7,8,9
Item Types EBSR (Evidence-Based Selected Response), HT (Hot Text), ST (Short Text Constructed Response)
Task Models Detailed descriptions of how items are written for the item type
“Hot Text” Student highlights response in the text
Stems Words used to write the question
Scoring Rules How points will be assigned for correct and incorrect responses

13. The Process for Creating Prompts
Select a target (1-14)
Identify appropriate text material
Use the stems provided to create prompts with your selected text
Note that the stems are linked to the item types

14. An Example: Acrobats by ReadWorks
Grade Level: 3
Reading Target: #11
Text Material: Acrobats
Item Type: Short Text, Constructed Response Task Model 3, DOK 3
Students will form a conclusion or make an inference from the text and support the conclusion or inference with details from the text.

16. What inference can be made about…………
What inference can be made about………….? Use details from the passage in your answer.
What inference can be made about trapeze work verses other stunts an acrobat performs? Use details from the passage in your answer.

17. What conclusion can be drawn about…
What conclusion can be drawn about…? Use details from the passage in your answer.
What conclusion can be drawn about an acrobat’s strength? Use details from the passage in your answer.

18. Using a Paired Text

20. Using a Paired Text

21. Using a Paired Text
I’m going to use information from a second text to support ideas in the first text.
First Text: Acrobats
Second Text: The Man on the Flying Trapeze
What idea from the first text can I support with information from the second text?

22. An Example Prompt!
Read the text of The Daring Young Man on the Flying Trapeze. Based on this information, what can the reader conclude about the author’s point of view in Acrobats that “One of the most exciting parts of a circus is the acrobats.” Support your answer with details from The Daring Young Man on the Flying Trapeze.

23. An example response
The author of Acrobats says that the acrobats are one of the most exciting parts of the circus. The poem supports this idea by describing the actions of the man on the flying trapeze. The man floats through the air like a bird. He flips and turns, and he flies without wings. The acrobats who perform on the trapeze are “daring”, “graceful”, and “brave.”

24. Your Turn! Use Grade 3, Target 11, Task Model 1, 2, or 3
Select the text of Acrobats or The Man on the Flying Trapeze
Create a new prompt using the sentence stems from Target 11, Model 1, 2, or 3
Our Learning Target: I can use the reading targets to develop prompts so that my students can practice and apply the skills measured on the new assessments.

25. Creating Reading Prompts
Grade Level: 3
Reading Target: 11
Text Material: Acrobats or Man on the Flying Trapeze
Prompt:

26. Let’s Discuss! Find a partner Share your prompt
Ask clarifying questions
Discuss your take away from working with the reading test specifications

27. Locating the Reading Targets
Go to Smarter Balanced Web Site: balanced-assessments/

28. Scroll to bottom of web page to locate the following:
Select ELA CAT Item Specs Grades 3-5

29. Select Claim 1

30. Select a Target and then a grade level.

31. You are there!

32. 2-Point Reading Response Rubric

33. 2-Point Rubric Student Version

34. 3-Point Reading Response Rubric

35. 3-Point Rubric Student Version

36. Questions?????

37. Standards, Claims, and Targets
Our Learning Target: I can use the reading targets to develop prompts so that my students can practice and apply the skills measured on the new assessments.
Fist to Five: My level of confidence in using reading targets to develop prompts

39. Pre-Task Activity
What did you learn this morning about Standards, Claims, and Targets?
What’s an action you might take?

40. Here’s what we know about high performing schools
Number 1:
The curriculum is tightly aligned with the standards. Teachers focus on what students need to know and be able to do at each grade level and in each content area to meet the standards.

41. Here’s what we know about high performing schools
Number 2: Teachers frequently monitor students’ progress toward curriculum goals using formal and informal assessments. Assessment should be tightly linked to instruction, and students should be told what the success criteria is for what they are learning.

42. Here’s what we know about high performing schools
Number 3:
Children not finding success are provided with targeted interventions.
Note: With a well aligned curriculum skillfully taught, 80 to 85 percent of students should meet the standards even in high poverty schools.

43. So here are a few more thoughts
It’s not about the book; it’s about teaching to the standards
Curriculum resources should be selected because of their alignment with the standards and their engagement for the students
There are no silver bullets in the resources, just programs that are better aligned with clearer instructional practices.

44. And One Last Thought
Habits of Mind create a context for learning in the school and classrooms that build character traits connected to success in life.
Students who are persistent, reflective, innovative, and empathic are more capable of addressing challenges and over coming obstacles.
Habits of Mind alone won’t help students to meet standards; however, when combined with targeted skill instruction, students can consistently achieve at very high levels of performance.
Our proof: Liholiho and Waikiki Elementary Schools!