CVELI Exemplary Practices
January 29, 2013
Robyn L. Castillo, Ed.D.
Smarter Balanced
The broad evidence-based statements
about what students know and can do as
demonstrated by their performance on the
assessment.
 Claims for ELA/Literacy learning –
 An “Overall Claim” corresponding to
performance on the entire assessment of
ELA/Literacy
 Four domain-specific claims corresponding
to performance in different areas of the
assessment.

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Grades 3-8
Students can demonstrate progress toward
college and career readiness in English
language arts and literacy.
High School
Students can demonstrate college and
career readiness in English language arts and
literacy.
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1)
2)
3)
4)
Students can read closely and analytically
to comprehend a range of increasingly
complex literary and informational texts
Students can produce effective and wellgrounded writing for a range of purposes
and audiences
Students can employ effective speaking
and listening skills for a range of purposes
and audiences
Students can engage in research/inquiry to
investigate topics, and to analyze,
integrate, and present information.
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 Based
on the description of sufficient
evidence necessary to support each claim
 Describe the expectations of what will be
assessed by the items and tasks within each
claim
 Map the standards into assessment
evidence that is required to support the
content categories and claims
DOK



For each Assessment Target the “depth of knowledge”
that the student needs to bring to the item/task has
been identified.
The DOK matrix draws from two widely accepted
measures to describe cognitive rigor: Bloom's (revised)
Taxonomy of Educational Objectives and Webb’s
Depth-of-Knowledge Levels.
The Cognitive Rigor Matrix has been developed as a
strategy for analyzing instruction, for influencing
teacher lesson planning, and for designing assessment
items and tasks.
DOK
Common Core



Define what students should understand and
be able to do by the end of each grade.
They correspond to the College and Career
Readiness (CCR) anchor standards by
number.
The CCR anchor and grade-specific
standards are necessary complements that
together define the skills and understandings
that all students must demonstrate.
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Claims
Assessment
Targets
Standards
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Students
can read closely and
analytically to comprehend a
range of increasingly complex
literary and informational text.
Claim #1- Reading
Literature
Informational Texts
Grades 3-5
50%
50%
Grades 6-8
45%
55%
High School
30%
70%
Claim #1- Reading
Literary
Informational
All passages will include at least one item assessing each of the assessment
targets below:
1. Key Details
8. Key Details
2. Central Ideas
9. Central Ideas
3. Word Meanings
10. Word Meanings
4. Reasoning & Evaluation
11. Reasoning & Evaluation
Passage content, purpose, and format drive the determination of which
assessment targets below can be addressed through items based on that
passage. Not all passages will lend themselves to items for all of these targets.
5. Analysis Within or Across Texts
12. Analysis Within or Across Texts
6. Text Structures/Features
13. Text Structures/Features
7. Language Use
14. Language Use
Claim #1- Reading
Assessment Target
CCS Essential
Standards
1. Key Details
RL-1, RL-3
1-2
2. Central Ideas
RL-2, RL-3
2
3. Word Meanings
RL-4, L-4, L-5c
1-2
4. Reasoning & Evaluation
RL-2, RL-3, RL-6
3-4
5. Analysis Within or Across
Texts
RL-6, RL-7, RL-9
3-4
6. Text Structures & Features
RL-5, RL-7
2-3
7. Language Use
RL-4, L-5a, L-5b
2-3
DOK
Claim #1- Reading
Assessment Target
CCS Essential
Standards
DOK
8. Key Details
RI-1, RI-3
1-2
9. Central Ideas
RI-2, RI-3
2
10. Word Meanings
RI-4, L-4
1-2
11. Reasoning & Evaluation
RI-3, RI-6, RI-7, RI-8, RI-9
3-4
12. Analysis Within or Across Text
RI-7, RI-9
2-3
13. Text Structures/Features
RI-5, RI-7
2
14. Language Use
L-5a, L-5b
2-3
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Students
can produce
effective and well-grounded
writing for a range of
purposes and audiences
Claim #2- Writing
Narrative
Information
Opinion (3-5)
Argument (6-12)
Grades 3-5
35%
35%
30%
Grades 6-8
30%
35%
35%
High School
20%
40%
40%
Claim #2- Writing
Narrative
1. Write/Revise Brief
Texts
2. Compose Full
Texts*
Informational
3. Write/Revise Brief
Texts
4. Compose Full
Texts*
5. Use Text Features
Opinion/Argument
6. Write/Revise Brief
Texts
7. Compose Full
Texts*
8. Language & Vocabulary
9. Edit/Clarify
10. Technology
Each year, students will be assessed using one extended
*performance task.
Other assessment targets may be assessed using a mix of
selected response or constructed response items.
Claim #2- Writing
Assessment Targets
CCS Prioritized Standards
DOK
1. Write/Revise Brief Texts
W.3
2
2. Compose Full Texts
W.3, W.4, W.5, W.8, W.9
3
8. Language & Vocabulary
W.3c, L.3a, L.6
1
9. Edit/Clarify
L.1, L.2, L.3
1
10. Technology
W.6
1
Claim #2- Writing
Assessment Target
CCS Prioritized Standards
DOK
3. Write/Revise Brief Texts
W.2, W.9
2
4. Compose Full Texts
W.2, W.4,W.5, W,8, W.9
5. Use Text Features
W.2a, W.2b
2
8. Language & Vocabulary
W.2d-e, L.3a, L.6
1
9. Edit/Clarify
L.1, L.2, L.3
1
10. Technology
W.6
1
3-4
Claim #2- Writing
Assessment Target
CCS Prioritized Standards
DOK
6. Write/Revise Brief Texts
W.1, W-9
2
7. Compose Full Texts
W.1, W.4, W.5, W.8, W.9
8. Language & Vocabulary Use
W.1c-d, L.3a, L.6
1
9. Edit/Clarify
L.1, L.2, L.3
1
10. Technology
W.6
1
3-4
Smarter Balanced
Students
can employ
effective speaking and
listening skills for a range of
purpose and audiences.
Claim #3- Speaking & Listening
Assessment Target
CCS Essential Standard
DOK
1. Language & Vocabulary
L-3a, L-3c, L-6
1
2. Clarify Message
L-3a, L3c, L-6
1
3. Plan/Speak/Present
SL-2, SL-4, SL-5, SL-6
2-3
4. Listen/Interpret
SL-2, SL-3, SL-6
1-3
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Students
can engage in
research/inquiry to investigate
topics and to analyze,
integrate, and present
information.
Claim #4- Research
Assessment Target
CCS Essential Standard
DOK
1. Plan/Research
SL-2, SL-3, SL-4, W-6, W-7
2-4
2. Interpret & Integrate Information
RI-9, W-8, W-9
2
3. Evaluate Information/Sources
W-9
2
4. Use Evidence
RI-9, W-8, W-9,
3
5. Language & Vocabulary Use
W-2d, W-3d, L-3a, L-6
1
6. Edit/Clarify
L-1, L-2
1
7. Technology
W-6
1
Smarter Balanced
Total Composite Claim
English Language Arts
Read
Analytically
Literary
Text
Informational
Text
Write
Effectively
Organization
and
Expression of
Ideas
Use of
Evidence
Conventions
Speak &
Listen
Purposefully
Speaking
Listening
Conduct
Research
Total
Inquiry
SBAC Blueprint
SBAC Blueprint
SBAC Blueprint
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