2.13 B.1 Provide test blueprints and other specifications as well as exemplar literature and Assessing student reading nonfiction passages for each grade level, demonstrating the expectations below are met. and writing achievement Texts are balanced across literature and nonfiction, with a variety of genres as the in both ELA and literacy: State’s standards require, including nonfiction texts to support alignment of items The assessments are to the State's content area literacy standards in grades 6-8. English language arts and Texts and other stimuli (e.g., audio, visual, graphic) are previously published or of literacy tests that are based publishable quality. They are content-rich, exhibit exceptional craft and thought, on an aligned balance of and/or provide useful information. high-quality literature and History/social studies and science/technical texts, specifically, reflect the quality nonfiction texts. of writing that is produced by authorities in the particular academic discipline. 2.14 B.2 Provide text complexity measurements, exemplar literature and nonfiction passages for Focusing on complexity of each grade level, and other evidence (e.g., data, tools, procedures) to demonstrate the texts: The assessments expectations below are met. require appropriate levels At each grade, reading texts have sufficient complexity, and the average of text complexity; they complexity of texts increases grade-by-grade, meeting college- and career-ready raise the bar for text levels by the end of high school. complexity each grade so A rationale and evidence are provided for how text complexity is quantitatively students are for the and qualitatively measured and used to place each text at the appropriate grade demands of college- and level. 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. 2.15 B.3 Provide test blueprints and other specifications as well as exemplar test items for each Requiring students to read grade level, demonstrating the expectations below are met. closely and use evidence All reading questions are text-dependent and
2.13 B.1 Assessing student reading and writing achievement in both ELA and literacy: The assessments are English language arts and literacy tests that are based on an aligned balance of high-quality literature and nonfiction texts. Provide test blueprints and other specifications as well as exemplar literature and nonfiction passages for each grade level, demonstrating the expectations below are met. Texts are balanced across literature and nonfiction, with a variety of genres as the State’s standards require, including nonfiction texts to support alignment of items to the State's content area literacy standards in grades 6-8. 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 texts, specifically, reflect the quality of writing that is produced by authorities in the particular academic discipline. 2.14 B.2 Focusing on complexity of texts: The assessments require appropriate levels of text complexity; they raise the bar for text complexity each grade so students are 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 literature and nonfiction passages for each grade 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. 2.15 B.3 Requiring students to read closely and use evidence Provide test blueprints and other specifications as well as exemplar test items for each grade level, demonstrating the expectations below are met. All reading questions are text-dependent and
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