2.25 C.4 Requiring a of Provide test blueprints and specifications to demonstrate that the distribution cognitive demand: of cognitive demand for each grade level is sufficient to assess the depth and The assessments complexity of the State’s standards, as evidenced by use a of generic taxonomy require all students to (e.g., Webb’s Depth of Knowledge) or, preferably, classifications specific to the demonstrate a range discipline and drawn from mathematical factors, such as of higher-order, Mathematical topic coverage in the task (single topic vs. two topics vs. three analytical thinking topics vs. four or more topics); skills in reading and Nature of reasoning (none, simple, moderate, complex); writing based on the Nature of computation (none, simple numeric, complex numeric or simple depth and symbolic, complex symbolic); complexity of Nature of application (none, routine word problem, non-routine or less college- and word problem, fuller coverage of the modeling cycle); and standards, Cognitive actions (knowing or remembering, executing, understanding, allowing robust investigating, or proving). information to be Provide a rationale justifying the distribution of cognitive demand for each grade gathered for students level and content area. with varied levels of Provide exemplar test items for each grade level, illustrating each level of achievement. cognitive demand, and accompanied by a description of the process used to Assessments include determine an item’s cognitive level. questions, tasks, and prompts about the basic content of the grade or course as well as questions that reflect the complex challenge of college- and career-ready standards. 2.26 C.5 Ensuring Provide specifications to demonstrate that the distribution of item types for each items and a grade level and content area is sufficient to strategically assess the depth and variety of item complexity of the standards being addressed. Item types may include types: High-quality short and extended constructed-response, technology-enhanced, and
2.25 C.4 Requiring a of cognitive demand: The assessments require all students to demonstrate a range of higher-order, analytical thinking skills in reading and writing based on the depth and complexity of college- and standards, allowing robust information to be gathered for students with varied levels of achievement. Assessments include questions, tasks, and prompts about the basic content of the grade or course as well as questions that reflect the complex challenge of college- and career-ready standards. Provide test blueprints and specifications to demonstrate that the distribution of cognitive demand for each grade level is sufficient to assess the depth and complexity of the State’s standards, as evidenced by use a of generic taxonomy (e.g., Webb’s Depth of Knowledge) or, preferably, classifications specific to the discipline and drawn from mathematical factors, such as Mathematical topic coverage in the task (single topic vs. two topics vs. three topics vs. four or more topics); Nature of reasoning (none, simple, moderate, complex); Nature of computation (none, simple numeric, complex numeric or simple symbolic, complex symbolic); Nature of application (none, routine word problem, non-routine or less word problem, fuller coverage of the modeling cycle); and Cognitive actions (knowing or remembering, executing, understanding, investigating, or proving). Provide a rationale justifying the distribution of cognitive demand for each grade level and content area. Provide exemplar test items for each grade level, illustrating each level of cognitive demand, and accompanied by a description of the process used to determine an item’s cognitive level. 2.26 C.5 Ensuring items and a variety of item types: High-quality Provide specifications to demonstrate that the distribution of item types for each grade level and content area is sufficient to strategically assess the depth and complexity of the standards being addressed. Item types may include short and extended constructed-response, technology-enhanced, and