educators keep students Middle school ratio, proportional relationships, pre-algebra, and algebra; and – on track to readiness by High school prerequisites for careers and a wide range of postsecondary studies, – focusing strongly on the particularly algebra, functions, and modeling applications. content most needed in Describe how the assessment design reflects the State’s standards and reflects a coherent each grade or course for progression of mathematics content from grade to grade and course to course. later mathematics. 2.23 C.2 Provide test blueprints and other specifications as well as exemplar test items for each grade level, demonstrating the expectations below are met. Assessing a balance of concepts, procedures, The distribution of score points reflects a balance of mathematical concepts, and applications: The procedures/fluency, and applications, as the State’s standards require. assessments measure All students, whether high performing or low performing, are required to conceptual understanding, respond to items within the categories of conceptual understanding, procedural fluency and procedural skill and fluency, and applications, so they have the opportunity to show what skill, and application of they know and can do. mathematics, as set out in college- and career-ready standards. 2.24 C.3 Provide test blueprints and other specifications as well as exemplar test items for each Connecting practice to grade level, demonstrating the expectations below are met. content: The assessments Assessments for each grade and course meaningfully connect mathematical include brief questions and practices and processes with mathematical content (especially with the most also longer questions that important mathematical content at each grade), as required by the State’s connect the most standards. important mathematical Explanatory materials (citing test blueprints and specifications) describe the content of the grade or connection for each grade or course between content and mathematical practices course to mathematical and processes. practices, for example, modeling and making mathematical arguments. 2.25 C.4 Provide test blueprints and other specifications to demonstrate that the distribution of Requiring a range of cognitive demand for each grade level is sufficient to assess the depth and complexity of The the State’s standards, as evidenced by use a of generic taxonomy (e.g., Webb’s Depth of cognitive demand:
educators keep students on track to readiness by focusing strongly on the content most needed in each grade or course for later mathematics. Middle school – ratio, proportional relationships, pre-algebra, and algebra; and High school – prerequisites for careers and a wide range of postsecondary studies, particularly algebra, functions, and modeling applications. Describe how the assessment design reflects the State’s standards and reflects a coherent progression of mathematics content from grade to grade and course to course. 2.23 C.2 Assessing a balance of concepts, procedures, and applications: The assessments measure conceptual understanding, fluency and procedural skill, and application of mathematics, as set out in college- and career-ready standards. Provide test blueprints and other specifications as well as exemplar test items for each grade level, demonstrating the expectations below are met. The distribution of score points reflects a balance of mathematical concepts, procedures/fluency, and applications, as the State’s standards require. All students, whether high performing or low performing, are required to respond to items within the categories of conceptual understanding, procedural skill and fluency, and applications, so they have the opportunity to show what they know and can do. 2.24 C.3 Connecting practice to content: The assessments include brief questions and also longer questions that connect the most important mathematical content of the grade or course to mathematical practices, for example, modeling and making mathematical arguments. Provide test blueprints and other specifications as well as exemplar test items for each grade level, demonstrating the expectations below are met. Assessments for each grade and course meaningfully connect mathematical practices and processes with mathematical content (especially with the most important mathematical content at each grade), as required by the State’s standards. Explanatory materials (citing test blueprints and specifications) describe the connection for each grade or course between content and mathematical practices and processes. 2.25 C.4 Requiring a range of cognitive demand: The Provide test blueprints and other 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
001attf%20-%20Technical%20Proposal.docx