Prepare Now for What’s Coming Next.
An Annotated Guide to
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Why Innovative Items?
Some innovative items have interactive elements that engage students with contemporary skills. While this makes them fun to complete, there are much more compelling reasons for including these new item types in assessment practices. A prevailing thought among educators and assessment experts is that “typical” multiple-choice items, which are seen on many progress monitoring and accountability assessments, are not giving educators the truest picture of student ability and mastery of standards. Because the full depth of student understanding is not being tested, educators may not be teaching to the rigor of the standards.
Innovative Items:
Require students to write more often and show evidence of their depth of knowledge, ensuring a higher level of rigor.
Are comprised of two or more parts that determine the final score points students earn, providing a reliable gauge to indicate when students are guessing at answers.
Inform teachers about learning misconceptions, which helps focus instruction.
Teach students how to use critical thinking in the classroom.
Rely on easier, consistent scoring methods when using computer interactions.
Ask students to show their understanding and mastery of the standards; states with these types of items on their assessments tend to score well internationally.
Types of Innovative Items
Composite ItemsComposite items are comprised of two or more parts. The first part is often more typical of a selected-response item—like a multiple-choice or true/false. The second part of the item may ask students to identify their reasoning, proof, or evidence for why they chose their first answer. As these are scored, it is much easier for educators to determine when students are guessing. For example, students may get the first part of a response correct, but their reasoning may be faulty. If a student answers the first part incorrectly, but answers the second part “correctly,” he or she will not get credit for the response, as it is apparent that the student is guessing. The composite item type is prevalent in consortia item specifications.
Technology-Enhanced Item Interactions
Technology-enhanced item interactions use aspects of a test delivery platform to support student responses. In grades 6 through 12, a standard that calls for technology-enhanced item interactions states, “Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.” These items allow educators to assess the standards consistently, in an authentic way. Teachers, schools, and districts can ask that students compare two types of media (for example, the written word versus a performance), and all students can read the same text on the screen, and then access the same media file by clicking on a link that is built into the item.
Keeping Pace: Common Core State Standards and Next Generation Assessments
Summative assessments created by the Smarter Balanced Assessment Consortium and the Partnership for Assessment of Readiness for College and Careers (PARCC) test students on their understanding of concepts they have learned throughout the school year. The Common Core State Standards (CCSS) call for increased rigor that requires students to display critical thinking skills. Measured Progress’s participation in developing item specifications alongside the consortia led to our development of Measured Progress COMMON CORE™ Assessments, resources that help inform classroom instruction and foster success. To address the requirements of the new standards, the Measured Progress product roadmap incorporates innovative item types that include technology-enhanced item interactions. These innovative item types provide an accurate assessment of students’ understanding of reading and mathematics standards as they become familiar with items they are likely to see in next-generation assessments.This question has two correct answers. Make sure to select both of the correct answers.
Which options describe the structure of the poem “The Raven”? A. informal
B. free verse
C. complex word choice D. consistent rhyme scheme
Ms. Kent asked each student in two math classes to record the time, in hours, that they spent studying in one week. The results are shown in the dot plots below.
Which statements are correct? Choose the two correct options.
A. The mode for Class 2 is twice the mode for Class 1. B. The median for Class 2 is 5 more than the median
for Class 1.
C. Class 2 spends more time studying, on average, than does Class 1.
D. The ranges for both classes are equal. Asset #129413A- VP Development CCAP, Mathematics, Gr.7, SEQ #: 40 On Scale: N, Equating Eligible: N
Asset Type: Multiple Choice 1 Point(s) / Key(s): A / Calculator: Neutral
07.SP.02.03 (Common Core State Standards - Mathematics): Grade 7: Statistics and Probability: Draw informal comparative inferences about two populations: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.
DOK3 (DOK - Math) Batch #: 5
Sample Type Released
In Development No
40. Ms. Kent asked each student in two math classes to record the time, in hours, that they spent studying in one week. The results are shown in the dot plots below.
Class 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 × × × × × × × × × × × × × × × × × × × × Class 2 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 × × × × × × × × × × × × × × × × × × × ×
Which statements are correct? Choose the two correct options. A. The mode for Class 2 is twice the mode for Class 1. B. The median for Class 2 is 5 more than the median for Class 1. C. Class 2 spends more time studying, on average, than does Class 1. D. The ranges for both classes are equal.
Distractor Analysis
A. KEY: The mode for Class 2 is 10, and the mode for Class 1 is 5.
B. Student mistakenly thought that the median for Class 2 was 10, while it is actually 10.5 (but knew the median for Class 1 was 5). C. KEY: The number of hours on average Class 2 spends studying is greater than the number of hours on average Class 1 spends studying. D. Student assumed that the range is the range of numbers on each number line, which is 17. Instead, the range for Class 1 is 12, and the range
12
Asset #129413A- VP Development CCAP, Mathematics, Gr.7, SEQ #: 40 On Scale: N, Equating Eligible: N Asset Type: Multiple Choice 1 Point(s) / Key(s): A / Calculator: Neutral
07.SP.02.03 (Common Core State Standards - Mathematics): Grade 7: Statistics and Probability: Draw informal comparative inferences about two populations: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.
DOK3 (DOK - Math) Batch #: 5
Sample Type Released
In Development No
40. Ms. Kent asked each student in two math classes to record the time, in hours, that they spent studying in one week. The results are shown in the dot plots below.
Class 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 × × × × × × × × × × × × × × × × × × × × Class 2 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 × × × × × × × × × × × × × × × × × × × ×
Which statements are correct? Choose the two correct options. A. The mode for Class 2 is twice the mode for Class 1. B. The median for Class 2 is 5 more than the median for Class 1. C. Class 2 spends more time studying, on average, than does Class 1. D. The ranges for both classes are equal.
Distractor Analysis
A. KEY: The mode for Class 2 is 10, and the mode for Class 1 is 5.
B. Student mistakenly thought that the median for Class 2 was 10, while it is actually 10.5 (but knew the median for Class 1 was 5). C. KEY: The number of hours on average Class 2 spends studying is greater than the number of hours on average Class 1 spends studying. D. Student assumed that the range is the range of numbers on each number line, which is 17. Instead, the range for Class 1 is 12, and the range
for Class 2 is 14.
Distractor Analysis
A. Key: The mode for Class 2 is 10, and the mode for Class 1 is 5.
B. Student mistakenly thought that the median for Class 2 was 10, while it was actually 10.5 (but knew the median for Class 1 was 5).
C. Key: The number of hours on average Class 2 spends studying is
greater than the number of hours on average Class 1 spends studying. D. Student assumed that the range is the range of numbers on each
number line, which is 17. Instead, the range for Class 1 is 12, and the range for Class 2 is 14.
The distractor analysis exposes students’ misconceptions and assumptions, informing instructional adjustments teachers can make in the classroom.
Providing items with more than one option reinforces the idea that not all math problems have a single correct answer. Thus, students begin to make conceptual connections between available answer choices.
Multiple-Correct Responses
This type of item requires students to pick more than one correct answer to a question. There can be two or three correct responses to a question.
The Changing Landscape
Innovative item types have the capacity to change the assessment landscape and help expose misconceptions students have while learning the standards, increasing teacher understanding of the gaps between instruction and assessment. Measured Progress is applying our 30 years of assessment expertise to build items that support student learning. The item types shown here inform teachers and students about the progressions of learning within the new, rigorous Common Core State Standards.
Students build connections within the content by recognizing more than one correct answer. This brings a higher level of rigor to the item by requiring students to show evidence of understanding related concepts within the article or passage.
4 Web: measuredprogress.org | Toll-free: 877.432.8294 Composite Items
Composite items are comprised of two or more parts within the same item. Evidence-based selected-response items (EBSRs) are one type of composite item. These items look like two multiple-choice items in consecutive order.
This question has two parts. Make sure to answer both parts of the question.
How does the narrator try to convince Otis that she can be trusted?
A. by asking about Gertrude
B. by suggesting a plan to make payments C. by explaining how she comes from an
honest family
D. by explaining how excited she is about the leash and collar
Which sentence supports the answer above? E. “I was thinking that maybe you could set me
up on an installment plan.”
F. “I could come in and sweep the floors and dust the shelves and take out the trash.”
G. “I’m new in town, but daddy is a preacher.” H. “Is she the owner?”
6
Students first choose their answer to a reading comprehension question from a set of distractors.
Students must then choose the evidence that supports their answer from the next set of distractors.
Picture 1 in “Newton’s Laws of Motion” demonstrates the logic behind Isaac Newton’s second law of motion.
A. True B. False
This question has two correct answers. Make sure to select both of the correct answers.
Which statements support the correct answer to the question above?
A. Picture 1 shows how every action has an equal and opposite reaction.
B. Picture 1 explains why small objects accelerate faster than large objects.
C. Picture 1 explains how an object’s mass affects its response to outside forces.
D. Picture 1 shows how an object’s speed changes when contacted by an outside force.
4
New Composite Items*
One composite item type includes a true/false question with a multiple-correct response item following.
In this item, students are required to make a “claim” by choosing true or false.
After choosing either true or false, students have to justify their claim with two pieces of evidence from the text.
This composite item type combines a true/false question with an additional short-answer response.
In addition, every time you regroup the ones, you have to regroup the tens as well.
Is this statement true or false?
Explain why this is true or give an example to show
that it is false. Rubric
Score Description
2 for correct answer, false, with sufficient work or explanation to indicate correct strategy 1 for correct answer with insufficient or no
explanation or work shown
0 response is incorrect or contains some correct work that is irrelevant to the skill or concept being measured
Blank no response
Sample Response
False: When you add 128 + 233, you regroup the ones, but you do not have to regroup the tens.
Rubrics are included in the scoring module to give teachers
immediate access to distractor rationales. Teachers are also provided with sample responses to aid in consistent scoring.
This is a typical response that would display a student’s understanding of the This item requires students to make a claim, and then back up their claim with evidence or proof.
*New composite item types will be added to the COMMON CORE
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For this type of item, students are required to complete three steps placed in logical order to successfully answer the question.
Technology-Enhanced Item Interactions
These items may rely on various technology-enhanced features to create a natural “scaffolding” of content, and can help students and teachers recognize gaps in understanding within the progression of the Common Core State Standards.
Traditional multiple-choice items for similar questions would supply “suggested” sequences, with one of the choices containing the correct sequence. Using this item type, students must apply a higher level of critical thinking when ordering the steps— without having pre-ordered options to choose from.
Having students place steps in order requires that they demonstrate logical sequencing and proper connections among concepts. This item type also eliminates “guessing” strategies students sometimes use.
Using “hot spot” technology in part one of this item provides scaffolding for the second part of the problem. If, after finding and clicking on the corresponding sides, the student still is not able to answer part two, the teacher can plan appropriately for further instruction.
For part one of this item, the student has chosen side “EG” in the larger triangle and now must click on the corresponding side in the other triangle.
If a student clicks on the incorrect triangle sides, this can confirm a common learning misconception, providing the teacher deeper insight into the concept being assessed, which will help refocus instruction.
Media-Embedded Items
Media-embedded items allow educators to assess standards that require a comparison between two types of media. For
example, CCSS.ELA-Literacy.RL.8.7 states: “Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.”
Read this passage from Shakespeare’s Romeo and
Juliet, then click on the video of the same act and
scene. In what ways did the filmed production stay faithful or depart from the script? Evaluate the choices made by the director or actors. Compose your answer in the space provided.
ROMEO
If I profane with my unworthiest hand This holy shrine, the gentle fine is this: My lips, two blushing pilgrims, ready stand To smooth that rough touch with a tender kiss.
JULIET
Good pilgrim, you do wrong your hand too much, Which mannerly devotion shows in this;
For saints have hands that pilgrims’ hands do touch, And palm to palm is holy palmers’ kiss.
ROMEO
Have not saints lips, and holy palmers too?
JULIET
Ay, pilgrim, lips that they must use in prayer.
ROMEO
O, then, dear saint, let lips do what hands do; They pray, grant thou, lest faith turn to despair.
JULIET
Saints do not move, though grant for prayers’ sake.
Exit
www.youtube.com/watch?v=-NkNYd_ku_8&list=PLFAF09E3A 8181E52D&index=2
Because of the audio or visual media requirement for this standard, it has been difficult to assess on a larger scale with paper and pencil. Using technology-enhanced, media-embedded items in school- and district-wide assessments allows teachers to administer and score them more consistently.
Students read a section from a scene in Romeo and Juliet, then click on a link built into the item to view a video of the scene. This standard requirement prepares students for real-world experience; learning how to gather and compare information and evidence from various media will help support presentations and discussions.
As next-generation assessments draw closer, Measured Progress provides formative assessment resources now. Innovative item types provide valuable insights into the learning progressions of students and inform teachers about instructional focus. They allow for more authentic assessment and demonstration of competencies and engage students in real-world ways. Innovative
items combine well with other item types included in Measured Progress COMMON CORE Assessments.
Prepare now for what’s coming next.
Navigating between original written works and video performance counterparts also gives student exposure to—and maintains the integrity of—original work, while allowing students to compare how different points of view may be presented. Mixed-media evaluations can offer insights about historical perspectives and timeless themes.
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It’s all about student learning.
Period.
improving instruction in the standards-based classroom. Since 1983, Measured Progress has successfully partnered with more than 30 states and hundreds of districts across the nation in support of assessment programs that have affected millions of students. Measured Progress develops state- and district-level assessments and is the nation’s leading provider of alternate assessment for students with cognitive disabilities. Measured Progress also offers assessment services and solutions to assist educators in creating and using assessments that measure student achievement and improve instruction.
A leader in the Common Core movement, Measured Progress was recently awarded contracts by the Smarter Balanced Assessment Consortium to create specifications for new and innovative items; design the assessment technology
architecture; and develop policies and training materials related to item writing, item review, and testing accommodations and accessibility. Measured Progress is also serving the Partnership for Assessment of Readiness for College and Careers (PARCC) through its development of interoperability standards, which will facilitate the effective and accurate storage and transfer of data across systems. In addition, the company is assisting with PARCC item development. The National Center and State Collaborative chose Measured Progress to develop architecture for a platform to deliver next-generation alternate assessments for students with disabilities.
As a not-for-profit organization, Measured Progress is deeply committed to its mission of helping educators improve student learning by connecting assessment, data, and instruction.
