Question # Criteria Evidence 2.12 B.1 Assessing student reading Provide test blueprints and other specifications as well as exemplar and writing achievement in literary and informational passages for each grade level, demonstrating both ELA and literacy: The the expectations below are met. assessments are English Texts are balanced across literary and informational text types language arts and literacy and across genres, with more informational than literary texts that are based on an aligned used as the assessments move up in the grade bands, as the balance of high-quality literary State’s standards require. and informational texts. Texts and other stimuli (e.g., audio, visual, graphic) are previously published or of publishable quality. They are content-rich, exhibit exceptional craft and thought, and/or provide useful information. History/social studies and science/technical specifically, reflect the quality of writing that is produced by authorities in the particular academic discipline. 2.13 B.2 Focusing on complexity of Provide text complexity measurements, exemplar literary and The assessments require texts: informational passages for each level, and other evidence (e.g., appropriate levels of text data, tools, procedures) to demonstrate the expectations below are met. complexity; they raise the bar At each grade, reading texts have sufficient complexity, and for text complexity each year the average complexity of texts increases grade-by-grade, so students are ready for the meeting college- and career-ready levels by the end of high demands of college- and school. career-level reading no later A rationale and evidence are provided for how text complexity than the end of high school. is quantitatively and qualitatively measured and used to place Multiple forms of authentic, each text at the appropriate grade level. previously published texts are assessed, including written, audio, visual, and graphic, as technology and assessment constraints permit. 2.14 B.3 Requiring students to read Provide test blueprints and specifications as well as exemplar test closely and use evidence from items for each grade level, demonstrating the expectations below are texts: Reading assessments met.
Question # Criteria Evidence 2.12 B.1 Assessing student reading and writing achievement in both ELA and literacy: The assessments are English language arts and literacy that are based on an aligned balance of high-quality literary and informational texts. Provide test blueprints and other specifications as well as exemplar literary and informational passages for each grade level, demonstrating the expectations below are met. Texts are balanced across literary and informational text types and across genres, with more informational than literary texts used as the assessments move up in the grade bands, as the State’s standards require. Texts and other stimuli (e.g., audio, visual, graphic) are previously published or of publishable quality. They are content-rich, exhibit exceptional craft and thought, and/or provide useful information. History/social studies and science/technical specifically, reflect the quality of writing that is produced by authorities in the particular academic discipline. 2.13 B.2 Focusing on complexity of texts: The assessments require appropriate levels of text complexity; they raise the bar for text complexity each year so students are ready for the demands of college- and career-level reading no later than the end of high school. Multiple forms of authentic, previously published texts are assessed, including written, audio, visual, and graphic, as technology and assessment constraints permit. Provide text complexity measurements, exemplar literary and informational passages for each level, and other evidence (e.g., data, tools, procedures) to demonstrate the expectations below are met. At each grade, reading texts have sufficient complexity, and the average complexity of texts increases grade-by-grade, meeting college- and career-ready levels by the end of high school. A rationale and evidence are provided for how text complexity is quantitatively and qualitatively measured and used to place each text at the appropriate grade level. 2.14 B.3 Requiring students to read closely and use evidence from texts: Reading assessments Provide test blueprints and specifications as well as exemplar test items for each grade level, demonstrating the expectations below are met.
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