assessments require all Knowledge) or, preferably, classifications specific to the discipline and drawn from students to demonstrate a mathematical factors, such as range of higher-order, Mathematical topic coverage in the task (single topic vs. two topics vs. three topics vs. analytical thinking skills in four or more topics); reading and writing based Nature of reasoning (none, simple, moderate, complex); on the depth and Nature of computation (none, simple numeric, complex numeric or simple symbolic, complexity of college- and complex symbolic); career-ready standards, Nature of application (none, routine word problem, non-routine or less well-posed allowing robust word problem, fuller coverage of the modeling cycle); and information to be gathered Cognitive actions (knowing or remembering, executing, understanding, investigating, for students with varied or proving). levels of achievement. Provide a rationale justifying the distribution of cognitive demand for each grade level and Assessments include content area. questions, tasks, and Provide exemplar test items for each grade level, illustrating each level of cognitive prompts about the basic demand, and accompanied by a description of the process used to determine an item’s content of the grade or cognitive level. course as well as questions that reflect the complex challenge of college- and career-ready standards. 2.26 C.5 Provide specifications to demonstrate that the distribution of item types for each grade Ensuring high-quality level and content area is sufficient to strategically assess the depth and complexity of the items and a variety of standards being addressed. Item types may include selected-response, short and extended item types: High-quality constructed-response, technology-enhanced, and multi-step problems. items and a variety of item To support claims of quality, provide the following: types are strategically used The list and distribution of the types of work students will be asked to produce (e.g., to appropriately assess the facts, computation, diagrams, models, explanations); standard(s). Exemplar items for each item type used in each grade band; Rationales for the use of the specific item types; Specifications showing the proportion of item types on a form;
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 career-ready 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. 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 well-posed 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 high-quality items and a variety of item types: High-quality items and a variety of item types are strategically used to appropriately assess the standard(s). 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 selected-response, short and extended constructed-response, technology-enhanced, and multi-step problems. To support claims of quality, provide the following: The list and distribution of the types of work students will be asked to produce (e.g., facts, computation, diagrams, models, explanations); Exemplar items for each item type used in each grade band; Rationales for the use of the specific item types; Specifications showing the proportion of item types on a form;
001attf%20-%20Technical%20Proposal.docx