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The document includes a glossary of key assessment terms and provides sample Grade 3 Constructed-Response items with IDs, claim mapping, standards, targets, and scoring 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are made up of four item types: Selected-Response, Constructed-Response, Technology-Enhanced, and Performance Task. A descripƟon of those items follows.  \nSelected-Response Items (SR)  \nTradiƟonally known as mulƟ ple choice, selected-response items include a sƟmulus and stem followed by three to five opƟons from which a student is directed to choose only one.  \nConstructed-Response Items (CR)  \nThe main purpose of a constructed-response item is to address targets and claims that are of greater complexity. They ask students to develop answers without suggested answer choices.  \nTechnology-enhanced Items/Tasks (TE)  \nTechnology-enhanced items can provide evidence for mathemaƟcs pracƟces that could not beas reliably obtained from tradiƟonal SRs and CRs. Technology-enhanced items may stand alone or may be a tool used as part of the Performance Task and/or Constructed-Response items.  \nPerformance Tasks (PT)  \nPerformance tasks, the most complex of all items, include the following elements:  \n• Integrate knowledge and skills across mulƟ ple claims.  \n• Measure capaciƟes such as depth of understanding, research skills, and/or complex analysis with relevant evidence.  \n• Require student-iniƟated planning, management of informaƟon/data and ideas, and/or interacƟon with other materials.  \n• Reflect a real-world task and/or scenario-based problem..  \n• Allow for mulƟ ple approaches.  \n• Represent content that is relevant and meaningful to students.  \n• Allow for demonstraƟon of important knowledge and skills.  \n• Require scoring that focuses on the essence of the Claim(s) for which the task was wriƩen.  \n• Seem feasible for the school/classroom environment.  \nJune 2010 Sep 2011 June 2012 Fall 2012 2013 2014-2015  \nClaims  \nThe Smarter Balanced summaƟve assessments in mathemaƟcs are designed to measure the full range of student abiliƟes in the Common Core State Standards or Core Academic Standards (CAS) . Evidence will be gathered in support of four major claims: (1) Concepts and Procedures,(2) Problem Solving,(3) CommunicaƟng Reasoning, and (4) Modeling and Data Analysis. Students will receive an overall mathemaƟcs composite score. For the enhanced assessment, students will receive a score for each of three major claim areas. (Math claims 2 and 4 are combined for the purposes of score reporƟng. )  \nClaim 1—Students can explain and apply mathemaƟcal concepts and interpret and carry out mathemaƟcal procedures with precision and fluency.  \nClaim 2—Students can solve a range of complex, well-posed problems in pure and applied mathemaƟcs, making producƟve use of knowledge and problem-solving strategies.  \nClaim 3—Students can clearly and precisely construct viable arguments to support their own reasoning and to criƟque the reasoning of others.  \nClaim 4—Students can analyze complex, real-world scenarios and can construct and use mathemaƟcal models to interpret and solve problems.  \nGlossary  \nDistracter: the incorrect response opƟons to an SR item.  \nDistracter Analysis: the item writer‘s analysis of the opƟons or raƟonale for inclusion of specificopƟons.  \nItem: the enƟre item, including the sƟmulus, quesƟon/prompt, answer/opƟons, scoring criteria, and metadata.  \nKey: the correct response(s) to an item.  \nOpƟons: the responses to a selected-response (SR) item from which the student selects one or more answers.  \nScoring Rubric: the descripƟons for each score point for an item/task that scores more than one point for a correct response.  \nStem: the statement of the quesƟon or prompt to which the student responds.  \nSƟmulus: the text, source (e.g., video clip), and/or graphic about which the item is wriƩen. ThesƟmulus provides the context of the item/task to which the student must respond.  \nTask: similar to an item, yet typically more involved and usually associated with constructed response, extended-response, and performance tasks.  \nTop-Score Res","cbCaim7sCrIrDDSx","https://ap.wps.com/l/cbCaim7sCrIrDDSx","pdf",3297368,75,"English","# Item Types\n## Selected-Response Items (SR)\n## Constructed-Response Items (CR)\n## Technology-Enhanced Items/Tasks (TE)\n## Performance Tasks (PT)\n# Claims\n# Glossary\n# Sample CR Item Details","[{\"question\":\"What are the four major item types in the SMARTER Balanced Mathematics assessment?\",\"answer\":\"The assessment includes Selected-Response, Constructed-Response, Technology-Enhanced items/tasks, and Performance Tasks.\"},{\"question\":\"What four major claims does the mathematics assessment measure?\",\"answer\":\"It gathers evidence for: (1) Concepts and Procedures, (2) Problem Solving, (3) Communicating Reasoning, and (4) Modeling and Data Analysis.\"},{\"question\":\"How do Constructed-Response items differ from Selected-Response items?\",\"answer\":\"Constructed-Response items focus on more complex targets and ask students to develop answers without suggested answer choices, while Selected-Response items provide a stimulus, a stem, and three to five options from which the student chooses.\"}]","SMARTER Balanced Assessment - 3rd Grade Mathematics Sample Items - Item Types, Claims, and Sample CR Items | PDF",1791061760,189]