Chapter 4 Test Design

4.1 Introduction

The intent of this chapter is to show how the assessment design supports the purposes of Smarter Balanced Interim Assessments. Test design entails developing a test philosophy (i.e., Theory of Action), identifying test purposes, and determining the targeted examinee populations, test specifications, item pool design, and other features such as test delivery (Schmeiser & Welch, 2006). The Smarter Balanced Theory of Action, test purposes, and the targeted examinee population were outlined in the introduction of this report and in Chapter 1. The following section provides information about how content specifications, item specifications, and item pool design were established for the interim assessment’s content structure.

4.2 Content Structure

Figure 4.1 briefly encapsulates the Smarter Balanced interim test design process. An early goal in the development of Smarter Balanced assessments was to align the assessment with the expectations of content, rigor, and performance that comprise state standards. Because state standards were not specifically developed for assessment, they contain extensive rationale and information concerning instruction. Therefore, adopting previous practices used by many state programs, Smarter Balanced content experts produced content specifications in ELA/literacy and mathematics, distilling assessment-focused elements from state standards. The Smarter Balanced content specifications for the ICAs, the IABs, and the FIABs is the same as those for the summative assessments and can be found in the Smarter Balanced Content Specifications (Smarter Balanced, 2017a, 2017b). Also see the Content Explorer.

Components Of Smarter Balanced Test Design

Figure 4.1: Components Of Smarter Balanced Test Design

Item development specifications (https://portal.smarterbalanced.org/library-home/) are then based on content specifications. Each item is aligned to a specific claim and target and to state standards.

There are four broad claims within each of the two subject areas (ELA/literacy and mathematics) in grades 3 to 8 and high school. Within each claim, there are a number of assessment targets. The claims in ELA/literacy and mathematics are given in Table 4.1.

Table 4.1: CLAIMS FOR ELA/LITERACY AND MATHEMATICS
Claim ELA/Literacy Mathematics
1 Reading Concepts and Procedures
2 Writing Problem Solving
3 Speaking/Listening Communicating Reasoning
4 Research Modeling and Data Analysis

Currently, only the listening part of ELA/literacy claim 3 is assessed. For the ICA in mathematics, claims 2 and 4 are reported together, which results in three reporting categories for mathematics. For the IABs and FIABs, the claim/target structure is used in test specification, and results are reported for the overall IAB or FIAB.

Because of the breadth in coverage of the individual claims, targets, and target clusters within each claim, evidence statements define more specific performance expectations. The relationship between targets and state standards elements is made explicit in the Smarter Balanced Content Specifications (Smarter Balanced, 2017a, 2017b). The claim/target hierarchy is the basis for summative and ICA test structure. IABs and FIABs are based on target clusters or content domains that correspond to skill clusters commonly taught as a group.

4.3 Item and Task Development

All items and tasks in the interim assessments were drawn from the same pool of items that are used for the summative assessments. Please refer to the sections on item and task development and field testing in Chapter 4 of the 2020-21 summative technical report for details.

4.4 Test Blueprints

Test specifications and blueprints define the knowledge, skills, and abilities intended to be measured on each student’s test event. A blueprint also specifies how skills are sampled from a set of content standards (i.e., the state standards). Other important factors, such as depth of knowledge (DOK), are also specified. Specifically, a test blueprint is a formal document that guides the development and assembly of an assessment by explicating the following types of essential information:

  • content (claims and assessment targets) that is included for each assessed subject and grade, across various levels of the system (student, classroom, school, district, state);
  • the relative emphasis of content standards generally indicated as the number of items per claim and assessment target;
  • the item specifications describe that task models are used or required, which communicate to item developers how to measure each claim and assessment target and communicate to teachers and students about learning expectations; and
  • depth of knowledge (DOK), indicating the complexity of item types for each claim and assessment target.

The following sections provide more details about the interim test blueprints.

4.4.1 Performance Task (PT) and Non-Performance Task (Non-PT) Components

Each ICA and some IABs/FIABs contain performance tasks. Specifically, each ICA contains one performance task. For IABs, there is a performance task for each grade. There is no performance task for FIABs. Performance tasks measure a student’s ability to integrate knowledge and skills across multiple standards. Performance tasks measure capacities such as essay writing, research skills, and complex analysis, which are not as easy to assess with individual, discrete items. Each ELA/literacy performance task on the ICAs has a set of related stimuli presented with one research item and an essay portion. Each mathematics performance task has four to six items relating to a central problem or stimulus.

The ICA for each subject consists of two parts: a performance task (PT) part and a non-performance task (non-PT) part. Both parts are online. The non-PT section in an ICA is the counterpart of the computer adaptive section in the summative assessment, except that it is not computer adaptive. As with the summative assessment, no order is imposed on ICA components; either the non-PT or PT portion can be administered to students first.

Performance tasks on IABs are usually stand-alone tasks with four to six items. They are given separately from non-PT IABs/FIABs and are provided primarily to provide practice for students and professional development for teachers in hand scoring and understanding task demands.

4.4.2 Interim Comprehensive Assessments (ICAs)

The ICA blueprints are very similar to the summative blueprints with exceptions generally due to the fact that ICAs are fixed forms, while the summative assessments are computer adaptive. Typically, blueprints for computer adaptive tests specify a range, rather than an exact number of items or points, that must be delivered for each test content area. Blueprints for fixed forms can specify an exact number. Summative and ICA blueprints for 2022-23 are available online.

For each designated grade range (3 to 5, 6 to 8, and high school), the ICA blueprints document the claims that comprise reporting categories, the stimuli used, the number of items by non-PT or PT, and the total number of items by claim. Details are given separately for each grade and include claim, assessment target, DOK, assessment type (non-PT/PT), and the total number of items. Assessment targets are nested within claims and represent a more detailed specification of content. Note that in addition to the nested hierarchical structure, each blueprint also specifies a number of rules applied at global or claim levels. Most of these specifications are in the footnotes, which constitute important parts of the test blueprints.

4.4.3 Interim Assessment Blocks (IABs)

The IABs are designed by teams of content experts to reflect groups of skills most likely to be addressed in instructional units. These tests provide an indicator of whether a student is clearly above or below standard, or whether information is not sufficient to make a judgment with regard to meeting the standard.

Blueprints are available for all IABs. Each IAB blueprint contains information about the claim(s), assessment target(s), and DOK level(s) addressed by the items in that block, as well as the numbers of items allocated to each categories. Other more subject-specific information is also included. For example, the ELA/literacy IAB blueprints incorporate details on passage length and scoring of responses, while the mathematics IAB blueprints specify to what extent the relevant task models are represented in each block. Details are given separately for each grade. The details include claim, assessment target, DOK, assessment type (non-PTs/PT), and the total number of items. IAB blueprints for 2022-23 are available online.

4.4.4 Focused Interim Assessment Blocks (FIABs)

Smarter Balanced began releasing the FIABs in 2019-20. Smarter Balanced followed a detailed process to develop FIABs, working with members and educators to ensure that the new assessments met their needs; this document describes the FIAB development process. FIABs are designed to measure no more than three assessment targets, which provides educators with a more detailed understanding of students’ knowledge and academic performance as well as precise next steps for instruction. FIAB blueprints, similar to those for IABs, are specified for all FIABS and are available online.

4.5 Test Maps

A test map is provided for every interim assessment. Test maps for 2022-23 are provided in appendices to this report. Table 4.7, in a later section of this chapter, provides the meaning of the abbreviations that are used to represent item types in the test maps. Test maps include the following information for each interim assessment and item in the test:

For each ICA (See Appendix A for ELA/literacy and Appendix B for mathematics):

  • Grade
  • Part (performance task [PT] or not a performance task [non-PT])
  • For each item in the ICA:
    • Item sequence
    • Claim
    • Target
    • Depth of knowledge (DOK)
    • Item type
    • Point value

For each IAB (See Appendix C for ELA/literacy and Appendix D for mathematics):

  • Grade
  • Block name (name of the IAB)
  • For each item in the IAB:
    • Item sequence
    • Claim
    • Target
    • Depth of knowledge (DOK)
    • Item type
    • Point value

For each FIAB (See Appendix E for ELA/literacy and Appendix F for mathematics):

  • Grade
  • Block name (name of the FIAB)
  • For each item in the FIAB:
    • Item sequence
    • Claim
    • Target
    • Depth of knowledge (DOK)
    • Item type
    • Point value

4.6 Composition of Interim Item Pools

This section presents counts of items in the IABs, FIABs, and ICAs by claim and item type, as well as a summary of item statistics (difficulty and discrimination). For each interim assessment, the number of items by claim matches the blueprint specifications.

4.6.1 Composition by Claim

The number of items by claim in each ICA is shown in Table 4.2. The numbers of items per claim in each IAB is shown in Table 4.3 and Table 4.4. The numbers of items per claim in each FIAB is shown in Table 4.5 and Table 4.6.

Table 4.2: COMPOSITION OF INTERIM COMPREHENSIVE ASSESSMENTS
Subject Grade Claim 1 Claim 2 Claim 3 Claim 4 Total # items
ELA/Literacy 3 14 8 9 9 40
4 16 8 9 9 42
5 16 8 9 9 42
6 17 8 9 9 43
7 17 8 9 9 43
8 16 8 8 9 41
9 15 8 9 9 41
10 15 8 9 9 41
11 15 8 9 9 41
Sum 141 72 80 81 374
Mathematics 3 20 5 10 5 40
4 20 5 10 5 40
5 20 5 10 5 40
6 19 5 9 5 38
7 19 5 9 6 39
8 20 5 10 5 40
9 21 4 10 5 40
10 21 4 10 5 40
11 22 4 10 6 42
Sum 182 42 88 47 359
Table 4.3: COMPOSITION OF INTERIM ASSESSMENT BLOCKS, ELA/LITERACY
Grade Interim Assessment Block Name Claim 1 Claim 2 Claim 3 Claim 4 Total # Items
3 Brief Writes 0 6 0 0 6
Performance Task 0 2 0 3 5
Read Informational Texts 16 0 0 0 16
Read Literary Texts 15 0 0 0 15
Research 0 0 0 16 16
Revision 0 14 0 0 14
4 Brief Writes 0 6 0 0 6
Performance Task 0 2 0 3 5
Read Informational Texts 14 0 0 0 14
Read Literary Texts 15 0 0 0 15
Research 0 0 0 15 15
Revision 0 15 0 0 15
5 Brief Writes 0 6 0 0 6
Performance Task 0 2 0 3 5
Read Informational Texts 15 0 0 0 15
Read Literary Texts 14 0 0 0 14
Research 0 0 0 17 17
Revision 0 14 0 0 14
6 Brief Writes 0 6 0 0 6
Performance Task 0 2 0 2 4
Read Informational Texts 16 0 0 0 16
Read Literary Texts 12 0 0 0 12
Research 0 0 0 17 17
Revision 0 15 0 0 15
7 Brief Writes 0 6 0 0 6
Performance Task 0 2 0 3 5
Read Informational Texts 16 0 0 0 16
Read Literary Texts 15 0 0 0 15
Research 0 0 0 18 18
Revision 0 15 0 0 15
8 Brief Writes 0 6 0 0 6
Edit/Revise 0 14 0 0 14
Performance Task 0 2 0 3 5
Read Informational Texts 16 0 0 0 16
Read Literary Texts 16 0 0 0 16
Research 0 0 0 16 16
11 Brief Writes 0 6 0 0 6
Performance Task 0 2 0 2 4
Read Informational Texts 15 0 0 0 15
Read Literary Texts 16 0 0 0 16
Research 0 0 0 18 18
Revision 0 15 0 0 15
Table 4.4: COMPOSITION OF INTERIM ASSESSMENT BLOCKS, MATHEMATICS
Grade Interim Assessment Block Name Claim 1 Claim 2 Claim 3 Claim 4 Total # items
3 Measurement and Data 12 1 1 1 15
Operations and Algebraic Thinking 12 1 1 1 15
Performance Task 0 2 2 2 6
4 Measurement and Data 13 1 0 1 15
Number and Operations - Fractions 12 1 2 0 15
Number and Operations in Base Ten 12 1 2 0 15
Operations and Algebraic Thinking 9 2 2 3 16
Performance Task 0 2 2 2 6
5 Measurement and Data 9 3 1 1 14
Number and Operations - Fractions 11 1 2 1 15
Number and Operations in Base Ten 11 1 2 1 15
Operations and Algebraic Thinking 13 1 0 1 15
Performance Task 0 2 2 2 6
6 Expressions and Equations 13 1 1 1 16
Performance Task 0 4 3 4 11
The Number System 13 1 1 0 15
7 Expressions and Equations 12 1 1 1 15
Geometry 11 2 0 0 13
Performance Task 0 2 1 3 6
8 Expressions and Equations I 9 3 2 0 14
Geometry 12 0 1 1 14
Performance Task 0 2 2 2 6
11 Algebra and Functions I 11 2 1 1 15
Algebra and Functions II 12 0 1 2 15
Geometry Congruence 0 0 12 0 12
Geometry Measurement and Modeling 0 4 0 6 10
Performance Task 0 1 2 3 6
Table 4.5: COMPOSITION OF FOCUSED INTERIM ASSESSMENT BLOCKS, ELA/LITERACY
Grade Interim Assessment Block Name Claim 1 Claim 2 Claim 3 Claim 4 Total # Items
3 Editing 0 15 0 0 15
Language and Vocabulary Use 0 15 0 0 15
Listen/Interpret 0 0 15 0 15
Research: Analyze Information 0 0 0 10 10
Research: Interpret and Integrate 0 0 0 10 10
Research: Use Evidence 0 0 0 10 10
Write and Revise Informational Texts 0 10 0 0 10
Write and Revise Narratives 0 10 0 0 10
Write and Revise Opinion Texts 0 10 0 0 10
4 Editing 0 15 0 0 15
Language and Vocabulary Use 0 13 0 0 13
Listen/Interpret 0 0 14 0 14
Research: Analyze Information 0 0 0 10 10
Research: Interpret and Integrate 0 0 0 12 12
Research: Use Evidence 0 0 0 10 10
Write and Revise Informational Texts 0 10 0 0 10
Write and Revise Narratives 0 10 0 0 10
Write and Revise Opinion Texts 0 11 0 0 11
5 Editing 0 14 0 0 14
Language and Vocabulary Use 0 15 0 0 15
Listen/Interpret 0 0 14 0 14
Research: Analyze Information 0 0 0 10 10
Research: Interpret and Integrate 0 0 0 12 12
Research: Use Evidence 0 0 0 10 10
Write and Revise Informational Texts 0 10 0 0 10
Write and Revise Narratives 0 10 0 0 10
Write and Revise Opinion Texts 0 10 0 0 10
6 Editing 0 14 0 0 14
Language and Vocabulary Use 0 15 0 0 15
Listen/Interpret 0 0 15 0 15
Research: Analyze and Integrate Information 0 0 0 10 10
Research: Evaluate Information and Sources 0 0 0 12 12
Research: Use Evidence 0 0 0 10 10
Write and Revise Argumentative Texts 0 12 0 0 12
Write and Revise Explanatory Texts 0 10 0 0 10
Write and Revise Narratives 0 11 0 0 11
7 Editing 0 13 0 0 13
Language and Vocabulary Use 0 15 0 0 15
Listen/Interpret 0 0 15 0 15
Research: Analyze and Integrate Information 0 0 0 12 12
Research: Evaluate Information and Sources 0 0 0 12 12
Research: Use Evidence 0 0 0 10 10
Write and Revise Argumentative Texts 0 10 0 0 10
Write and Revise Explanatory Texts 0 11 0 0 11
Write and Revise Narratives 0 10 0 0 10
8 Editing 0 14 0 0 14
Language and Vocabulary Use 0 14 0 0 14
Listen/Interpret 0 0 15 0 15
Research: Analyze and Integrate Information 0 0 0 11 11
Research: Evaluate Information and Sources 0 0 0 12 12
Research: Use Evidence 0 0 0 10 10
Write and Revise Argumentative Texts 0 10 0 0 10
Write and Revise Explanatory Texts 0 12 0 0 12
Write and Revise Narratives 0 10 0 0 10
11 Editing 0 15 0 0 15
Language and Vocabulary Use 0 15 0 0 15
Listen/Interpret 0 0 15 0 15
Research: Analyze and Integrate Information 0 0 0 10 10
Research: Evaluate Information and Sources 0 0 0 10 10
Research: Use Evidence 0 0 0 12 12
Write and Revise Argumentative Texts 0 11 0 0 11
Write and Revise Explanatory Texts 0 12 0 0 12
Write and Revise Narratives 0 10 0 0 10
Table 4.6: COMPOSITION OF FOCUSED INTERIM ASSESSMENT BLOCKS, MATHEMATICS
Grade Interim Assessment Block Name Claim 1 Claim 2 Claim 3 Claim 4 Total # items
3 Four Operations: Interpret, Represent, and Solve 11 2 0 1 14
Geometry 12 0 0 0 12
Linear and Area Measurement 10 1 0 1 12
Multiplication and Division: Interpret, Represent, and Solve 8 2 2 0 12
Multiply and Divide within 100 14 0 0 0 14
Number and Operations - Fractions 13 0 1 0 14
Number and Operations in Base Ten 12 2 0 0 14
Properties of Multiplication and Division 9 0 2 0 11
Time, Volume, and Mass 10 2 0 1 13
4 Build Fractions from Unit Fractions 12 2 0 0 14
Factors and Multiples 11 0 0 0 11
Four Operations: Interpret, Represent, and Solve 11 1 1 1 14
Fraction Equivalence and Ordering 10 0 3 0 13
Fractions and Decimal Notation 11 1 1 0 13
Generate and Analyze Patterns 8 0 0 0 8
Geometry 11 0 0 0 11
Multidigit Arithmetic: Place Value and Operations 11 0 1 0 12
Place Value and Multidigit Whole Numbers 12 0 1 0 13
5 Add and Subtract with Equivalent Fractions 13 0 2 0 15
Convert Measurements 6 4 2 1 13
Geometry 9 1 2 1 13
Numerical Expressions 14 0 0 0 14
Operations with Whole Numbers and Decimals 11 0 1 0 12
Place Value System 10 0 1 0 11
Volume Concepts 9 1 1 0 11
6 Algebraic Expressions 9 0 2 1 12
Dependent and Independent Variables 9 0 2 0 11
Divide Fractions by Fractions 12 1 0 1 14
Geometry 11 1 1 1 14
Multidigit Numbers, Factors, and Multiples 14 0 0 0 14
One-Variable Expressions and Equations 13 0 1 0 14
Rational Number System II 5 0 6 0 11
Ratios and Proportional Relationships 11 1 1 0 13
Statistics and Probability 13 0 0 0 13
7 Algebraic Expressions and Equations 11 1 0 1 13
Angles, Areas, and Volume 9 1 1 0 11
Equivalent Expressions 8 0 2 0 10
Geometric Figures 10 1 0 0 11
Ratios and Proportional Relationships 10 1 1 1 13
Statistics and Probability 13 0 0 2 15
The Number System 11 0 2 1 14
8 Analyze and Solve Linear Equations 7 2 3 0 12
Congruence and Similarity 7 0 5 0 12
Expressions and Equations II 10 1 1 1 13
Functions 11 1 2 1 15
Proportional Relationships, Lines, and Linear Equations 8 0 2 0 10
The Number System 13 0 0 0 13
Volume of Cylinders, Cones, and Spheres 8 2 0 0 10
11 Create Equations: Linear and Exponential 8 3 0 1 12
Create Equations: Quadratic 6 2 0 2 10
Equations and Reasoning 9 0 2 0 11
Geometry and Right Triangle Trigonometry 11 1 3 0 15
Interpreting Functions 10 1 1 2 14
Number and Quantity 11 0 3 1 15
Seeing Structure in Expressions/Polynomial Expressions 10 0 4 1 15
Solve Equations and Inequalities: Linear and Exponential 10 0 1 1 12
Solve Equations and Inequalities: Quadratic 9 1 0 0 10
Statistics and Probability 6 3 0 3 12

4.6.2 Composition by Item Type

The Consortium develops many different types of items beyond the traditional multiple-choice item. This is done to measure claims and assessment targets with varying degrees of complexity by allowing students to respond in a variety of ways rather than simply recognizing a correct response. The item types used in Smarter Balanced interim assessments are listed in Table 4.7, along with indications of the subject areas in which each item type is used.

Table 4.7: ITEM TYPES FOUND IN THE SUMMATIVE ITEM POOLS
Item Types ELA/Literacy Mathematics
Multiple Choice (MC) X X
Hot Text (HTQ) X X
Short Answer Text Response (SA) X X
Evidence-Based Selected Response (EBSR) X X
Match Interaction (MI) X
Multiple Select (MS) X
Essay/Writing Extended Response (WER) X
Equation Response (EQ) X
Table Interaction (TI) X

The frequency of item types by claim for ICAs is shown in Table 4.8 (ELA/literacy) and Table 4.9 (mathematics). The frequency of item types by IAB is shown in Table 4.10 (ELA/literacy) and Table 4.11 (mathematics). The frequency of item types by FIAB is shown in Table 4.12 (ELA/literacy) and Table 4.13 (mathematics). Note that each Essay/Writing Extended Response (WER) is associated with two test items to measure student achievement. The essay response is scored on three rubrics, two of which are combined (averaged), resulting in two items for each essay. The two rubrics that are combined are four-point rubrics—one for evidence/elaboration and the other for organization/purpose. The other rubric is a two-point rubric for conventions.

Table 4.8: ITEM TYPES USED IN THE INTERIM COMPREHENSIVE ASSESSMENTS, ELA/LITERACY
Grade Claim EBSR EQ HTQ MC MS MI SA TI WER Total # Items
3 1 3 0 2 9 0 0 0 0 0 14
2 0 0 1 4 1 0 0 0 2 8
3 2 0 0 3 1 3 0 0 0 9
4 0 0 1 6 1 0 1 0 0 9
4 1 2 0 1 10 3 0 0 0 0 16
2 0 0 0 6 0 0 0 0 2 8
3 1 0 0 5 2 1 0 0 0 9
4 0 0 0 6 2 1 0 0 0 9
5 1 6 0 2 5 3 0 0 0 0 16
2 0 0 1 5 0 0 0 0 2 8
3 3 0 0 4 0 2 0 0 0 9
4 0 0 2 5 2 0 0 0 0 9
6 1 2 0 3 8 2 0 2 0 0 17
2 0 0 0 3 2 0 1 0 2 8
3 2 0 0 5 1 1 0 0 0 9
4 0 0 3 5 0 0 1 0 0 9
7 1 3 0 4 7 1 0 2 0 0 17
2 0 0 0 4 1 0 1 0 2 8
3 0 0 0 6 3 0 0 0 0 9
4 0 0 2 5 1 0 1 0 0 9
8 1 4 0 1 6 4 0 1 0 0 16
2 0 0 0 3 2 0 1 0 2 8
3 0 0 0 8 0 0 0 0 0 8
4 0 0 3 5 0 0 1 0 0 9
9 1 3 0 3 6 1 0 2 0 0 15
2 0 0 2 3 0 0 1 0 2 8
3 0 0 0 6 2 1 0 0 0 9
4 0 0 0 8 0 0 1 0 0 9
10 1 3 0 3 6 1 0 2 0 0 15
2 0 0 2 3 0 0 1 0 2 8
3 0 0 0 6 2 1 0 0 0 9
4 0 0 0 8 0 0 1 0 0 9
11 1 3 0 3 6 1 0 2 0 0 15
2 0 0 2 3 0 0 1 0 2 8
3 0 0 0 6 2 1 0 0 0 9
4 0 0 0 8 0 0 1 0 0 9
Table 4.9: ITEM TYPES USED IN THE INTERIM COMPREHENSIVE ASSESSMENTS, MATHEMATICS
Grade Claim EBSR EQ HTQ MC MS MI SA TI WER Total # Items
3 1 0 17 0 0 0 1 0 2 0 20
2 0 4 0 0 0 0 1 0 0 5
3 0 0 0 5 1 2 2 0 0 10
4 0 1 0 2 0 1 1 0 0 5
4 1 0 13 0 2 0 5 0 0 0 20
2 0 1 0 1 0 2 0 1 0 5
3 0 2 0 4 2 0 2 0 0 10
4 0 2 0 2 0 0 1 0 0 5
5 1 0 4 0 11 0 5 0 0 0 20
2 0 4 0 1 0 0 0 0 0 5
3 0 1 0 4 2 1 2 0 0 10
4 0 1 0 2 0 1 0 1 0 5
6 1 0 12 0 1 2 4 0 0 0 19
2 0 4 0 1 0 0 0 0 0 5
3 0 3 0 4 1 0 1 0 0 9
4 0 3 0 0 1 0 1 0 0 5
7 1 0 9 0 5 4 1 0 0 0 19
2 0 4 0 0 0 0 0 1 0 5
3 0 2 0 6 0 0 1 0 0 9
4 0 0 0 3 0 0 1 2 0 6
8 1 0 9 0 7 2 2 0 0 0 20
2 0 4 0 0 0 0 0 1 0 5
3 0 1 0 6 1 0 2 0 0 10
4 0 4 0 1 0 0 0 0 0 5
9 1 0 8 0 9 0 4 0 0 0 21
2 0 2 0 2 0 0 0 0 0 4
3 0 1 0 5 1 1 2 0 0 10
4 0 3 0 0 1 0 1 0 0 5
10 1 0 8 0 9 0 4 0 0 0 21
2 0 2 0 2 0 0 0 0 0 4
3 0 1 0 5 1 1 2 0 0 10
4 0 3 0 0 1 0 1 0 0 5
11 1 0 6 0 12 0 4 0 0 0 22
2 0 3 0 1 0 0 0 0 0 4
3 0 1 0 6 1 0 2 0 0 10
4 0 2 0 0 1 1 2 0 0 6
Table 4.10: ITEM TYPES USED IN THE INTERIM ASSESSMENT BLOCKS, ELA/LITERACY
Grade Interim Assessment Block Name EBSR EQ HTQ MC MS MI SA TI WER Total # Items
3 Brief Writes 0 0 0 0 0 0 6 0 0 6
Performance Task 0 0 0 0 0 1 2 0 2 5
Read Informational Texts 4 0 2 8 1 0 1 0 0 16
Read Literary Texts 3 0 5 6 0 0 1 0 0 15
Research 0 0 3 11 2 0 0 0 0 16
Revision 0 0 4 5 5 0 0 0 0 14
4 Brief Writes 0 0 0 0 0 0 6 0 0 6
Performance Task 0 0 0 0 1 0 2 0 2 5
Read Informational Texts 2 0 1 6 4 0 1 0 0 14
Read Literary Texts 2 0 2 7 3 0 1 0 0 15
Research 0 0 1 10 3 1 0 0 0 15
Revision 0 0 2 10 3 0 0 0 0 15
5 Brief Writes 0 0 0 0 0 0 6 0 0 6
Performance Task 0 0 0 1 0 0 2 0 2 5
Read Informational Texts 1 0 3 6 3 0 2 0 0 15
Read Literary Texts 3 0 3 4 3 0 1 0 0 14
Research 0 0 3 7 7 0 0 0 0 17
Revision 0 0 3 7 4 0 0 0 0 14
6 Brief Writes 0 0 0 0 0 0 6 0 0 6
Performance Task 0 0 0 0 0 0 2 0 2 4
Read Informational Texts 4 0 3 3 5 0 1 0 0 16
Read Literary Texts 1 0 2 6 2 0 1 0 0 12
Research 0 0 6 6 5 0 0 0 0 17
Revision 0 0 1 11 3 0 0 0 0 15
7 Brief Writes 0 0 0 0 0 0 6 0 0 6
Performance Task 0 0 0 0 0 1 2 0 2 5
Read Informational Texts 3 0 4 2 6 0 1 0 0 16
Read Literary Texts 4 0 2 7 2 0 0 0 0 15
Research 0 0 5 5 6 2 0 0 0 18
Revision 0 0 4 9 2 0 0 0 0 15
8 Brief Writes 0 0 0 0 0 0 6 0 0 6
Edit/Revise 0 0 2 8 4 0 0 0 0 14
Performance Task 0 0 0 0 0 1 2 0 2 5
Read Informational Texts 2 0 2 5 5 0 2 0 0 16
Read Literary Texts 1 0 2 7 5 0 1 0 0 16
Research 0 0 6 8 2 0 0 0 0 16
11 Brief Writes 0 0 0 0 0 0 6 0 0 6
Performance Task 0 0 0 0 0 0 2 0 2 4
Read Informational Texts 3 0 5 4 1 0 2 0 0 15
Read Literary Texts 2 0 1 10 2 0 1 0 0 16
Research 0 0 7 9 2 0 0 0 0 18
Revision 0 0 2 10 3 0 0 0 0 15
Table 4.11: ITEM TYPES USED IN THE INTERIM ASSESSMENT BLOCKS, MATHEMATICS
Grade Interim Assessment Block Name EBSR EQ HTQ MC MS MI SA TI WER Total # Items
3 Measurement and Data 0 9 0 5 1 0 0 0 0 15
Operations and Algebraic Thinking 0 9 0 2 0 2 0 2 0 15
Performance Task 0 2 0 0 0 0 4 0 0 6
4 Measurement and Data 0 8 0 0 0 5 0 2 0 15
Number and Operations - Fractions 0 8 0 0 2 5 0 0 0 15
Number and Operations in Base Ten 0 6 0 5 2 2 0 0 0 15
Operations and Algebraic Thinking 0 7 0 6 0 3 0 0 0 16
Performance Task 0 1 0 1 0 0 3 1 0 6
5 Measurement and Data 0 11 0 2 0 1 0 0 0 14
Number and Operations - Fractions 0 4 0 9 2 0 0 0 0 15
Number and Operations in Base Ten 0 6 0 6 0 3 0 0 0 15
Operations and Algebraic Thinking 0 5 0 10 0 0 0 0 0 15
Performance Task 0 3 0 0 0 0 2 1 0 6
6 Expressions and Equations 0 8 0 1 5 2 0 0 0 16
Performance Task 0 6 0 1 0 0 4 0 0 11
The Number System 0 10 0 1 1 3 0 0 0 15
7 Expressions and Equations 0 6 0 6 3 0 0 0 0 15
Geometry 0 9 0 0 1 3 0 0 0 13
Performance Task 0 1 0 1 0 0 2 2 0 6
8 Expressions and Equations I 0 8 0 4 2 0 0 0 0 14
Geometry 0 5 0 4 1 4 0 0 0 14
Performance Task 0 3 0 0 0 0 2 1 0 6
11 Algebra and Functions I 0 5 0 7 0 3 0 0 0 15
Algebra and Functions II 0 2 0 6 1 6 0 0 0 15
Geometry Congruence 0 1 0 9 0 2 0 0 0 12
Geometry Measurement and Modeling 0 5 0 4 0 1 0 0 0 10
Performance Task 0 1 0 1 0 0 4 0 0 6
Table 4.12: ITEM TYPES USED IN THE FOCUSED INTERIM ASSESSMENT BLOCKS, ELA/LITERACY
Grade Interim Assessment Block Name EBSR EQ HTQ MC MS MI SA TI WER Total # Items
3 Editing 0 0 7 6 2 0 0 0 0 15
Language and Vocabulary Use 0 0 2 7 6 0 0 0 0 15
Listen/Interpret 3 0 0 7 1 4 0 0 0 15
Research: Analyze Information 0 0 0 8 2 0 0 0 0 10
Research: Interpret and Integrate 0 0 1 7 2 0 0 0 0 10
Research: Use Evidence 0 0 3 5 2 0 0 0 0 10
Write and Revise Informational Texts 0 0 3 5 0 0 2 0 0 10
Write and Revise Narratives 0 0 3 3 2 0 2 0 0 10
Write and Revise Opinion Texts 0 0 0 5 3 0 2 0 0 10
4 Editing 0 0 3 9 3 0 0 0 0 15
Language and Vocabulary Use 0 0 4 5 4 0 0 0 0 13
Listen/Interpret 2 0 0 7 3 2 0 0 0 14
Research: Analyze Information 0 0 0 7 3 0 0 0 0 10
Research: Interpret and Integrate 0 0 1 9 1 1 0 0 0 12
Research: Use Evidence 0 0 4 4 2 0 0 0 0 10
Write and Revise Informational Texts 0 0 1 5 2 0 2 0 0 10
Write and Revise Narratives 0 0 3 5 0 0 2 0 0 10
Write and Revise Opinion Texts 0 0 2 4 3 0 2 0 0 11
5 Editing 0 0 4 8 2 0 0 0 0 14
Language and Vocabulary Use 0 0 5 5 5 0 0 0 0 15
Listen/Interpret 4 0 0 6 2 2 0 0 0 14
Research: Analyze Information 0 0 0 5 5 0 0 0 0 10
Research: Interpret and Integrate 0 0 3 5 4 0 0 0 0 12
Research: Use Evidence 0 0 5 4 1 0 0 0 0 10
Write and Revise Informational Texts 0 0 1 4 3 0 2 0 0 10
Write and Revise Narratives 0 0 4 3 1 0 2 0 0 10
Write and Revise Opinion Texts 0 0 1 5 2 0 2 0 0 10
6 Editing 0 0 6 7 1 0 0 0 0 14
Language and Vocabulary Use 0 0 0 8 7 0 0 0 0 15
Listen/Interpret 5 0 0 5 4 1 0 0 0 15
Research: Analyze and Integrate Information 0 0 8 0 2 0 0 0 0 10
Research: Evaluate Information and Sources 0 0 0 3 9 0 0 0 0 12
Research: Use Evidence 0 0 2 4 2 2 0 0 0 10
Write and Revise Argumentative Texts 0 0 1 6 3 0 2 0 0 12
Write and Revise Explanatory Texts 0 0 3 4 1 0 2 0 0 10
Write and Revise Narratives 0 0 2 4 3 0 2 0 0 11
7 Editing 0 0 2 7 4 0 0 0 0 13
Language and Vocabulary Use 0 0 4 5 6 0 0 0 0 15
Listen/Interpret 3 0 0 9 3 0 0 0 0 15
Research: Analyze and Integrate Information 0 0 8 4 0 0 0 0 0 12
Research: Evaluate Information and Sources 0 0 1 6 5 0 0 0 0 12
Research: Use Evidence 0 0 4 5 0 1 0 0 0 10
Write and Revise Argumentative Texts 0 0 4 2 2 0 2 0 0 10
Write and Revise Explanatory Texts 0 0 6 2 1 0 2 0 0 11
Write and Revise Narratives 0 0 2 4 2 0 2 0 0 10
8 Editing 0 0 5 6 3 0 0 0 0 14
Language and Vocabulary Use 0 0 3 7 4 0 0 0 0 14
Listen/Interpret 3 0 0 11 1 0 0 0 0 15
Research: Analyze and Integrate Information 0 0 7 4 0 0 0 0 0 11
Research: Evaluate Information and Sources 0 0 1 7 4 0 0 0 0 12
Research: Use Evidence 0 0 3 5 1 1 0 0 0 10
Write and Revise Argumentative Texts 0 0 5 1 2 0 2 0 0 10
Write and Revise Explanatory Texts 0 0 4 1 4 0 3 0 0 12
Write and Revise Narratives 0 0 2 3 2 0 3 0 0 10
11 Editing 0 0 7 5 3 0 0 0 0 15
Language and Vocabulary Use 0 0 6 5 4 0 0 0 0 15
Listen/Interpret 2 0 0 8 4 1 0 0 0 15
Research: Analyze and Integrate Information 0 0 5 4 1 0 0 0 0 10
Research: Evaluate Information and Sources 0 0 2 4 3 1 0 0 0 10
Research: Use Evidence 0 0 3 5 4 0 0 0 0 12
Write and Revise Argumentative Texts 0 0 2 3 4 0 2 0 0 11
Write and Revise Explanatory Texts 0 0 3 4 2 0 3 0 0 12
Write and Revise Narratives 0 0 0 3 4 0 3 0 0 10
Table 4.13: ITEM TYPES USED IN THE FOCUSED INTERIM ASSESSMENT BLOCKS, MATHEMATICS
Grade Interim Assessment Block Name EBSR EQ HTQ MC MS MI SA TI WER Total # Items
3 Four Operations: Interpret, Represent, and Solve 0 12 0 0 0 0 0 2 0 14
Geometry 0 2 0 0 0 10 0 0 0 12
Linear and Area Measurement 0 10 0 1 1 0 0 0 0 12
Multiplication and Division: Interpret, Represent, and Solve 0 9 0 2 1 0 0 0 0 12
Multiply and Divide within 100 0 7 0 0 0 7 0 0 0 14
Number and Operations - Fractions 0 9 0 3 1 1 0 0 0 14
Number and Operations in Base Ten 0 12 0 1 0 1 0 0 0 14
Properties of Multiplication and Division 0 1 0 7 1 2 0 0 0 11
Time, Volume, and Mass 0 11 0 2 0 0 0 0 0 13
4 Build Fractions from Unit Fractions 0 11 0 0 0 3 0 0 0 14
Factors and Multiples 0 0 0 9 0 2 0 0 0 11
Four Operations: Interpret, Represent, and Solve 0 13 0 1 0 0 0 0 0 14
Fraction Equivalence and Ordering 0 5 0 2 0 6 0 0 0 13
Fractions and Decimal Notation 0 8 0 2 0 3 0 0 0 13
Generate and Analyze Patterns 0 0 0 2 0 6 0 0 0 8
Geometry 0 0 0 0 0 11 0 0 0 11
Multidigit Arithmetic: Place Value and Operations 0 8 0 4 0 0 0 0 0 12
Place Value and Multidigit Whole Numbers 0 6 0 3 0 4 0 0 0 13
5 Add and Subtract with Equivalent Fractions 0 8 0 7 0 0 0 0 0 15
Convert Measurements 0 11 0 2 0 0 0 0 0 13
Geometry 0 0 0 8 1 4 0 0 0 13
Numerical Expressions 0 7 0 7 0 0 0 0 0 14
Operations with Whole Numbers and Decimals 0 10 0 2 0 0 0 0 0 12
Place Value System 0 4 0 3 0 4 0 0 0 11
Volume Concepts 0 9 0 0 1 1 0 0 0 11
6 Algebraic Expressions 0 9 0 1 2 0 0 0 0 12
Dependent and Independent Variables 0 6 0 1 1 0 0 3 0 11
Divide Fractions by Fractions 0 8 0 6 0 0 0 0 0 14
Geometry 0 12 0 1 1 0 0 0 0 14
Multidigit Numbers, Factors, and Multiples 0 14 0 0 0 0 0 0 0 14
One-Variable Expressions and Equations 0 6 0 3 2 3 0 0 0 14
Rational Number System II 0 4 0 2 3 2 0 0 0 11
Ratios and Proportional Relationships 0 12 0 0 0 1 0 0 0 13
Statistics and Probability 0 3 0 3 0 7 0 0 0 13
7 Algebraic Expressions and Equations 0 9 0 2 2 0 0 0 0 13
Angles, Areas, and Volume 0 8 0 1 0 2 0 0 0 11
Equivalent Expressions 0 7 0 2 1 0 0 0 0 10
Geometric Figures 0 8 0 0 1 2 0 0 0 11
Ratios and Proportional Relationships 0 7 0 4 1 1 0 0 0 13
Statistics and Probability 0 5 0 5 1 4 0 0 0 15
The Number System 0 7 0 4 1 1 0 1 0 14
8 Analyze and Solve Linear Equations 0 8 0 3 0 1 0 0 0 12
Congruence and Similarity 0 2 0 3 1 6 0 0 0 12
Expressions and Equations II 0 6 0 4 0 1 0 2 0 13
Functions 0 4 0 6 3 2 0 0 0 15
Proportional Relationships, Lines, and Linear Equations 0 6 0 4 0 0 0 0 0 10
The Number System 0 3 0 6 1 3 0 0 0 13
Volume of Cylinders, Cones, and Spheres 0 10 0 0 0 0 0 0 0 10
11 Create Equations: Linear and Exponential 0 10 0 2 0 0 0 0 0 12
Create Equations: Quadratic 0 8 0 1 0 1 0 0 0 10
Equations and Reasoning 0 5 0 3 0 3 0 0 0 11
Geometry and Right Triangle Trigonometry 0 7 0 2 2 4 0 0 0 15
Interpreting Functions 0 2 0 5 1 6 0 0 0 14
Number and Quantity 0 0 0 10 1 4 0 0 0 15
Seeing Structure in Expressions/Polynomial Expressions 0 6 0 8 0 1 0 0 0 15
Solve Equations and Inequalities: Linear and Exponential 0 11 0 0 0 1 0 0 0 12
Solve Equations and Inequalities: Quadratic 0 6 0 4 0 0 0 0 0 10
Statistics and Probability 0 2 0 6 0 4 0 0 0 12

4.6.3 Summary of Item Statistics

Summary information about the item response theory (IRT) parameters for items used in the ICAs, IABs, and FIABs are shown in Table 4.14 through Table 4.18 through . The tables display the mean and standard deviation of the IRT difficulty parameter (b-parameter) and discrimination parameter (a-parameter).

Table 4.14: ITEM DIFFICULTY (B-PARAMETER) AND DISCRIMINATION (A-PARAMETER) OF INTERIM COMPREHENSIVE ASSESSMENTS (ICAs)
Subject Grade N items Mean b parameter SD b parameter Mean a parameter SD a parameter
ELA 3 40 -0.841 0.744 0.723 0.202
4 42 -0.672 0.697 0.628 0.240
5 42 -0.199 0.815 0.650 0.185
6 43 0.437 0.979 0.600 0.252
7 43 0.460 0.950 0.558 0.217
8 41 0.448 0.993 0.630 0.245
9 41 0.627 1.028 0.591 0.194
10 41 0.627 1.028 0.591 0.194
11 41 0.627 1.028 0.591 0.194
Math 3 40 -1.102 0.796 0.904 0.279
4 40 -0.533 0.778 0.831 0.248
5 40 -0.037 0.848 0.675 0.277
6 38 0.490 0.941 0.760 0.228
7 39 0.659 0.867 0.694 0.310
8 40 0.809 0.853 0.585 0.220
9 40 1.362 1.599 0.534 0.195
10 40 1.362 1.599 0.534 0.195
11 42 1.416 1.613 0.502 0.212
Table 4.15: ITEM DIFFICULTY (B-PARAMETER) AND DISCRIMINATION (A-PARAMETER) OF INTERIM ASSESSMENT BLOCKS, ELA/LITERACY
Grade Interim Assessment Block Name N items Mean b parameter SD b parameter Mean a parameter SD a parameter
3 Brief Writes 6 0.256 0.265 0.715 0.076
Performance Task 5 0.302 1.111 0.852 0.171
Read Informational Texts 16 -0.197 1.013 0.655 0.148
Read Literary Texts 15 -0.678 0.710 0.896 0.156
Research 16 -0.696 0.934 0.666 0.218
Revision 14 -0.596 0.873 0.740 0.187
4 Brief Writes 6 0.495 0.657 0.654 0.123
Performance Task 5 -0.120 0.774 0.697 0.268
Read Informational Texts 14 -0.011 0.865 0.687 0.223
Read Literary Texts 15 -0.123 1.040 0.708 0.274
Research 15 -0.312 0.848 0.574 0.214
Revision 15 -0.478 1.102 0.545 0.172
5 Brief Writes 6 0.898 0.667 0.605 0.058
Performance Task 5 0.374 1.312 0.584 0.036
Read Informational Texts 15 0.865 1.002 0.547 0.160
Read Literary Texts 14 0.806 0.749 0.616 0.255
Research 17 0.121 1.023 0.664 0.205
Revision 14 -0.170 0.946 0.608 0.172
6 Brief Writes 6 1.301 0.535 0.680 0.121
Performance Task 4 0.607 1.029 0.999 0.247
Read Informational Texts 16 1.010 0.958 0.632 0.197
Read Literary Texts 12 0.257 0.988 0.606 0.162
Research 17 0.726 0.746 0.657 0.244
Revision 15 0.408 1.442 0.456 0.145
7 Brief Writes 6 1.415 0.514 0.620 0.133
Performance Task 5 1.415 1.435 0.943 0.201
Read Informational Texts 16 0.989 1.178 0.630 0.217
Read Literary Texts 15 0.561 1.218 0.724 0.241
Research 18 1.478 1.106 0.526 0.143
Revision 15 0.690 0.711 0.492 0.176
8 Brief Writes 6 1.540 0.469 0.673 0.150
Edit/Revise 14 0.364 1.045 0.571 0.219
Performance Task 5 0.974 2.223 0.572 0.180
Read Informational Texts 16 1.353 1.147 0.662 0.230
Read Literary Texts 16 1.132 1.378 0.583 0.183
Research 16 1.450 1.269 0.577 0.249
11 Brief Writes 6 1.743 0.744 0.521 0.065
Performance Task 4 1.260 0.467 0.627 0.076
Read Informational Texts 15 1.689 1.326 0.602 0.242
Read Literary Texts 16 1.141 1.240 0.525 0.189
Research 18 1.572 1.087 0.515 0.155
Revision 15 0.966 1.114 0.495 0.176
Table 4.16: ITEM DIFFICULTY (B-PARAMETER) AND DISCRIMINATION (A-PARAMETER) OF INTERIM ASSESSMENT BLOCKS, MATHEMATICS
Grade Interim Assessment Block Name N items Mean b parameter SD b parameter Mean a parameter SD a parameter
3 Measurement and Data 15 -1.201 0.851 0.878 0.267
Operations and Algebraic Thinking 15 -1.491 1.098 0.896 0.240
Performance Task 6 -0.634 0.375 1.163 0.264
4 Measurement and Data 15 0.340 0.885 0.760 0.285
Number and Operations - Fractions 15 -0.612 1.044 0.924 0.328
Number and Operations in Base Ten 15 -0.723 0.943 0.705 0.187
Operations and Algebraic Thinking 16 -0.494 0.815 0.827 0.328
Performance Task 6 0.147 0.528 0.731 0.175
5 Measurement and Data 14 0.188 0.791 0.761 0.174
Number and Operations - Fractions 15 -0.122 0.927 0.797 0.285
Number and Operations in Base Ten 15 -0.243 0.864 0.659 0.307
Operations and Algebraic Thinking 15 0.093 1.005 0.580 0.212
Performance Task 6 0.710 0.698 0.841 0.292
6 Expressions and Equations 16 0.286 1.060 0.731 0.199
Performance Task 11 1.310 0.926 0.750 0.157
The Number System 15 0.352 0.589 0.678 0.222
7 Expressions and Equations 15 1.031 1.290 0.588 0.279
Geometry 13 1.869 0.968 0.797 0.350
Performance Task 6 1.036 0.969 0.964 0.227
8 Expressions and Equations I 14 1.260 1.561 0.508 0.212
Geometry 14 1.507 0.986 0.508 0.175
Performance Task 6 0.808 1.233 0.713 0.144
11 Algebra and Functions I 15 1.272 1.194 0.484 0.211
Algebra and Functions II 15 2.548 1.461 0.442 0.249
Geometry Congruence 12 2.218 1.558 0.354 0.194
Geometry Measurement and Modeling 10 3.031 1.185 0.414 0.200
Performance Task 6 3.655 2.093 0.546 0.294
Table 4.17: ITEM DIFFICULTY (B-PARAMETER) AND DISCRIMINATION (A-PARAMETER) OF FOCUSED INTERIM ASSESSMENT BLOCKS, ELA/LITERACY
Grade Interim Assessment Block Name N items Mean b parameter SD b parameter Mean a parameter SD a parameter
3 Editing 15 -0.470 1.213 0.668 0.250
Language and Vocabulary Use 15 -0.748 0.976 0.671 0.154
Listen/Interpret 15 -0.710 0.658 0.633 0.146
Research: Analyze Information 10 -1.019 0.437 0.609 0.195
Research: Interpret and Integrate 10 -1.227 0.521 0.690 0.200
Research: Use Evidence 10 -0.618 0.365 0.667 0.183
Write and Revise Informational Texts 10 -0.767 1.288 0.626 0.124
Write and Revise Narratives 10 -0.967 0.778 0.828 0.195
Write and Revise Opinion Texts 10 -0.610 0.935 0.712 0.177
4 Editing 15 -0.073 1.378 0.549 0.191
Language and Vocabulary Use 13 -0.153 0.744 0.621 0.189
Listen/Interpret 14 -0.511 0.933 0.526 0.160
Research: Analyze Information 10 -0.610 0.525 0.673 0.193
Research: Interpret and Integrate 12 -0.740 1.054 0.701 0.128
Research: Use Evidence 10 -0.556 0.381 0.688 0.238
Write and Revise Informational Texts 10 -0.257 0.829 0.626 0.148
Write and Revise Narratives 10 -0.694 0.914 0.670 0.233
Write and Revise Opinion Texts 11 -0.268 1.210 0.605 0.122
5 Editing 14 0.124 0.928 0.602 0.239
Language and Vocabulary Use 15 0.440 1.140 0.627 0.240
Listen/Interpret 14 -0.039 1.017 0.568 0.142
Research: Analyze Information 10 -0.257 0.535 0.651 0.263
Research: Interpret and Integrate 12 0.052 0.542 0.774 0.129
Research: Use Evidence 10 -0.416 0.606 0.658 0.228
Write and Revise Informational Texts 10 0.091 1.160 0.634 0.154
Write and Revise Narratives 10 0.007 0.849 0.716 0.151
Write and Revise Opinion Texts 10 -0.361 0.924 0.646 0.187
6 Editing 14 0.639 1.694 0.559 0.197
Language and Vocabulary Use 15 0.206 1.349 0.570 0.184
Listen/Interpret 15 0.593 0.794 0.618 0.157
Research: Analyze and Integrate Information 10 1.011 0.746 0.787 0.096
Research: Evaluate Information and Sources 12 0.637 0.676 0.670 0.116
Research: Use Evidence 10 0.552 0.503 0.689 0.235
Write and Revise Argumentative Texts 12 0.345 0.939 0.693 0.124
Write and Revise Explanatory Texts 10 0.454 0.998 0.709 0.188
Write and Revise Narratives 11 0.575 0.836 0.656 0.123
7 Editing 13 2.451 2.502 0.346 0.167
Language and Vocabulary Use 15 1.045 1.275 0.570 0.206
Listen/Interpret 15 0.594 1.032 0.486 0.149
Research: Analyze and Integrate Information 12 0.765 0.417 0.561 0.155
Research: Evaluate Information and Sources 12 0.369 0.992 0.608 0.202
Research: Use Evidence 10 0.461 0.999 0.722 0.159
Write and Revise Argumentative Texts 10 1.274 0.822 0.634 0.136
Write and Revise Explanatory Texts 11 0.967 1.011 0.680 0.079
Write and Revise Narratives 10 0.844 0.871 0.614 0.152
8 Editing 14 0.521 0.853 0.621 0.096
Language and Vocabulary Use 14 0.354 0.726 0.597 0.148
Listen/Interpret 15 0.283 1.196 0.513 0.150
Research: Analyze and Integrate Information 11 0.672 0.508 0.684 0.140
Research: Evaluate Information and Sources 12 0.144 0.785 0.756 0.222
Research: Use Evidence 10 0.814 0.825 0.720 0.220
Write and Revise Argumentative Texts 10 0.933 0.824 0.742 0.140
Write and Revise Explanatory Texts 12 1.309 1.093 0.665 0.165
Write and Revise Narratives 10 0.746 0.777 0.601 0.113
11 Editing 15 1.032 0.990 0.522 0.184
Language and Vocabulary Use 15 0.732 1.246 0.580 0.231
Listen/Interpret 15 0.494 1.100 0.520 0.076
Research: Analyze and Integrate Information 10 0.959 0.529 0.676 0.155
Research: Evaluate Information and Sources 10 1.212 1.152 0.700 0.147
Research: Use Evidence 12 1.184 0.779 0.646 0.089
Write and Revise Argumentative Texts 11 1.016 0.767 0.610 0.079
Write and Revise Explanatory Texts 12 0.930 0.716 0.624 0.086
Write and Revise Narratives 10 1.001 0.784 0.648 0.118
Table 4.18: ITEM DIFFICULTY (B-PARAMETER) AND DISCRIMINATION (A-PARAMETER) OF FOCUSED INTERIM ASSESSMENT BLOCKS, MATHEMATICS
Grade Interim Assessment Block Name N items Mean b parameter SD b parameter Mean a parameter SD a parameter
3 Four Operations: Interpret, Represent, and Solve 14 -1.040 0.938 0.974 0.215
Geometry 12 -1.166 1.440 0.505 0.175
Linear and Area Measurement 12 -0.829 0.573 0.750 0.232
Multiplication and Division: Interpret, Represent, and Solve 12 -1.026 0.673 0.959 0.238
Multiply and Divide within 100 14 -1.162 0.450 1.019 0.150
Number and Operations - Fractions 14 -1.131 0.994 0.688 0.267
Number and Operations in Base Ten 14 -0.817 0.913 1.052 0.165
Properties of Multiplication and Division 11 -1.080 0.582 0.663 0.174
Time, Volume, and Mass 13 -0.911 0.613 1.035 0.271
4 Build Fractions from Unit Fractions 14 -0.427 0.517 0.777 0.183
Factors and Multiples 11 -0.682 0.528 0.765 0.184
Four Operations: Interpret, Represent, and Solve 14 -0.635 0.678 1.089 0.223
Fraction Equivalence and Ordering 13 -0.335 0.332 1.144 0.373
Fractions and Decimal Notation 13 -0.262 0.597 0.752 0.208
Generate and Analyze Patterns 8 -0.237 0.873 0.736 0.214
Geometry 11 1.090 1.417 0.578 0.297
Multidigit Arithmetic: Place Value and Operations 12 -0.559 0.509 0.774 0.238
Place Value and Multidigit Whole Numbers 13 -0.306 0.354 0.721 0.174
5 Add and Subtract with Equivalent Fractions 15 -0.055 0.349 0.830 0.332
Convert Measurements 13 0.302 0.768 0.881 0.289
Geometry 13 0.029 1.473 0.438 0.140
Numerical Expressions 14 0.192 0.849 0.633 0.124
Operations with Whole Numbers and Decimals 12 0.002 0.546 0.772 0.175
Place Value System 11 -0.042 0.443 0.797 0.193
Volume Concepts 11 0.254 0.568 0.824 0.117
6 Algebraic Expressions 12 0.686 0.883 0.756 0.163
Dependent and Independent Variables 11 0.193 1.308 0.819 0.241
Divide Fractions by Fractions 14 0.254 0.604 0.724 0.302
Geometry 14 1.176 0.684 0.889 0.189
Multidigit Numbers, Factors, and Multiples 14 0.422 0.486 0.686 0.168
One-Variable Expressions and Equations 14 0.395 0.605 0.698 0.187
Rational Number System II 11 0.655 1.010 0.730 0.209
Ratios and Proportional Relationships 13 0.075 0.877 0.851 0.192
Statistics and Probability 13 1.324 1.541 0.404 0.198
7 Algebraic Expressions and Equations 13 0.795 0.477 0.748 0.266
Angles, Areas, and Volume 11 1.060 0.710 0.797 0.258
Equivalent Expressions 10 0.628 0.691 0.762 0.238
Geometric Figures 11 1.256 1.175 0.907 0.337
Ratios and Proportional Relationships 13 1.214 0.750 0.611 0.291
Statistics and Probability 15 0.955 1.436 0.558 0.296
The Number System 14 1.000 0.978 0.603 0.233
8 Analyze and Solve Linear Equations 12 1.189 0.377 0.710 0.189
Congruence and Similarity 12 1.032 0.789 0.550 0.103
Expressions and Equations II 13 1.526 1.178 0.567 0.242
Functions 15 0.867 1.087 0.593 0.214
Proportional Relationships, Lines, and Linear Equations 10 1.094 0.881 0.734 0.274
The Number System 13 1.375 1.162 0.534 0.151
Volume of Cylinders, Cones, and Spheres 10 2.323 0.457 0.735 0.134
11 Create Equations: Linear and Exponential 12 1.421 0.603 0.665 0.205
Create Equations: Quadratic 10 2.430 1.380 0.674 0.298
Equations and Reasoning 11 1.386 1.306 0.761 0.379
Geometry and Right Triangle Trigonometry 15 2.011 1.053 0.623 0.214
Interpreting Functions 14 1.648 1.533 0.560 0.300
Number and Quantity 15 1.050 1.600 0.428 0.196
Seeing Structure in Expressions/Polynomial Expressions 15 1.128 1.160 0.500 0.157
Solve Equations and Inequalities: Linear and Exponential 12 1.312 0.507 0.741 0.198
Solve Equations and Inequalities: Quadratic 10 1.604 0.555 0.738 0.409
Statistics and Probability 12 2.470 3.414 0.388 0.165

4.7 Content Alignment

The content alignment studies described in this section were performed using samples of tests delivered in the summative assessments. They are applicable to interim assessments because the interim assessments are created from the same item pool as the summative assessments, and their blueprints use the same content categories (e.g., claims, targets, and DOK) as summative assessments.

Content alignment addresses how well individual test items, test blueprints, and the tests themselves represent the intended construct and support appropriate inferences. With a computer adaptive test, a student’s test form is a sampling of items drawn from a much larger universe of possible items and tasks. The sampling is guided by a blueprint. Alignment studies investigate how well individual tests cover the intended breadth and depth of the underlying content standards. For inferences from test results to be justifiable, the sample of items in each student’s test has to be an adequate representation of the broad domain, providing strong evidence to support claims being made from the test results.

Four alignment studies have been conducted to examine the alignment between Smarter Balanced tests and state standards. The Human Resources Research Organization conducted the first alignment study (HumRRO, 2016b). HumRRO’s comprehensive study centered around the assumptions of evidence-centered design (ECD), which examined the connections in the evidentiary chain underlying the development of the Smarter Balanced foundational documents (test blueprints, content specifications, and item/task specifications) and the resulting summative assessments. Among those connections was the alignment between the Smarter Balanced content specifications, the alignment between the Smarter Balanced evidence statements and content specifications, and the alignment between the Smarter Balanced blueprint and the content specifications. Results from this study were favorable in terms of the intended breadth and depth of the alignment for each connection in the evidentiary chain.

In 2016, Doorey & Polikoff (2016) and HumRRO (2016a) investigated the quality of the Smarter Balanced assessments relative to Council of Chief State School Officers (CCSSO) criteria for evaluating high-quality assessments. In particular, the Smarter Balanced assessments were investigated to see if they place strong emphasis on the most important content for college and career readiness, as called for by the state standards, and if they require that students demonstrate the range of thinking skills called for by those standards.

  • Doorey & Polikoff (2016) reviewed grades 5 and 8 ELA and mathematics, and HumRRO (2016a) reviewed high school ELA and mathematics.
  • Doorey & Polikoff (2016) rated Smarter Balanced grades 5 and 8 mathematics assessments as a good match to the CCSSO criteria for content, and a good match to the CCSSO criteria for depth.
  • HumRRO (2016a) rated the Smarter Balanced high school ELA assessments an excellent match to the CCSSO criteria for content, and a good to excellent match for depth.
  • HumRRO (2016a) rated the Smarter Balanced high school mathematics assessments a good to excellent match to the CCSSO criteria for content, and a good to excellent match for depth.

An additional external alignment study, completed by WestEd Standards, Assessment, and Accountability Services Program (2017), employed a modified Webb alignment methodology to examine the summative assessments for grades 3, 4, 6, and 7 using sample test events built using 2015–16 operational data. The WestEd alignment study provided evidence that the items within ELA/literacy and mathematics test events for grades 3, 4, 6, and 7 were well aligned to the state standards in terms of both content and cognitive complexity.

References

Doorey, N., & Polikoff, M. (2016). Evaluating the content and quality of next generation assessments. In Thomas B. Fordham Institute. Retrieved from https://eric.ed.gov/?id=ED565742.
HumRRO. (2016a). Evaluating the Content and Quality of Next Generation High School Assessments. Final Report. Retrieved from https://www.humrro.org/corpsite/sites/default/files/HQAP_HumRRO_High_School_Study_Final%20Report.pdf.
HumRRO. (2016b). Smarter Balanced Assessment Consortium: Alignment Study Report. Retrieved from https://portal.smarterbalanced.org/library/smarter-balanced-assessment-consortium-alignment-study-report/.
Schmeiser, C. B., & Welch, C. J. (2006). Test development. In R. L. Brennan (Ed.), Educational measurement, 4th ed. American Council on Education/Praeger.
Smarter Balanced. (2017a). English Language Arts/Literacy Content Specifications. Retrieved from https://portal.smarterbalanced.org/library/english-language-artsliteracy-content-specifications/.
Smarter Balanced. (2017b). Mathematics content specifications. Retrieved from https://portal.smarterbalanced.org/library/mathematics-content-specifications/.
WestEd Standards, Assessment, and Accountability Services Program. (2017). Evaluation of the alignment between the common core state standards and the smarter balanced assessment consortium summative assessments for grades 3, 4, 6, and 7 in english language arts/literacy and mathematics. Retrieved from https://portal.smarterbalanced.org/library/wested-alignment-evaluation/.