Introduction to
Evidence-Centered Design
Modern approach to designing items and tasks
Introduction to Evidence-Centered Design
Modern Approach to Designing Items and Tasks
Traditional Item versus
Assessment
Development
Claims
Targets
Task
Models
Evidence-Centered
Design
Keys to EvidenceCentered Design
Evidence
Traditional Approach to Item Development
1.2.1
1.2.2
1.3.1
1.3.2
1.4.1
1.4.2
1.4.3
2.1.1
2.1.2
2.1.3
2.1.4
2.1.5
2.1.6
2.1.7
Apply reference skills to determine word meanings.
Apply vocabulary strategies in grade level text.
Understand and apply new vocabulary.
Understand and apply content/academic vocabulary.
Know common sight words appropriate to grade-level.
Apply fluency to enhance comprehension.
Apply different reading rates to match text.
Understand how to use questioning when reading.
Understand how to create mental imagery.
Understand and determine important or main ideas and important details in text.
Apply comprehension monitoring strategies before, during, and after reading:
use prior knowledge/schema.
Apply comprehension monitoring strategies before, during, and after reading:
predict and infer.
Apply comprehension monitoring strategies before, during, and after reading:
monitor for meaning, create mental images.
Apply comprehension monitoring strategies during and after reading:
summarize informational/expository text and literary/narrative text.
Traditional Approach to Item Development
1.2.1
1.2.2
1.3.1
1.3.2
1.4.1
1.4.2
1.4.3
2.1.1
2.1.2
2.1.3
2.1.4
Apply reference skills to determine word meanings.
Apply vocabulary strategies in grade level text.
Understand and apply new vocabulary.
Understand and apply content/academic vocabulary.
Know common sight words appropriate to grade-level.
Apply fluency to enhance comprehension.
Apply different reading rates to match text.
Understand how to use questioning when reading.
Understand how to create mental imagery.
Understand and determine important or main ideas and important details in text.
Apply comprehension monitoring strategies before, during, and after reading:
use prior knowledge/schema.
2.1.5
Apply comprehension monitoring strategies before, during, and after reading:
predict and infer.
Apply comprehension monitoring strategies before, during, and after reading:
monitor for meaning, create mental images.
2.1.6
2.1.7
Apply comprehension monitoring strategies during and after reading:
summarize informational/expository text and literary/narrative text.
Traditional Approach to Item Development
1.2.2
1.3.2
2.1.3
2.1.5
2.1.7
Traditional Approach to Item Development
Content Standard 2.2.3: Perform addition accurately for single and two digit numbers.
Item:
Beth says that 2 + 4 = 6.
Explain why Beth is correct.
Evidence-Centered Design
Item/Task
Evidence
Assessment
Target
Claim
Content
Standard
Applying Evidence-Centered Design to
Item and Task Development
Beth says that 2 + 4 = 6.
Explain why Beth is correct.
Weak Evidence
Content Standard 2.2.3:
Perform addition accurately for single and two digit numbers.
Applying Evidence-Centered Design to
Item and Task Development
2 + 4 = ____
Stronger Evidence
Content Standard 2.2.3:
Perform addition accurately for single and two digit numbers.
Applying Evidence-Centered Design to
Item and Task Development
Beth says that 2 + 4 = 6.
Explain why Beth is correct.
Content Standard 2.2.4: Perform
mathematical operations and justify
solutions.
2 + 4 = ____
Content Standard 2.2.3: Perform addition
accurately for single and two digit numbers.
6 Key Concepts of Evidence-Centered Design
1. Define the domain
2. Define claims to be made
Common Core Standards Math/ELA
4 ELA & 4 Math Claims
Content Specifications
Example of a Claim
English Language Arts Literacy
Claim #1
Students can read closely and
analytically to comprehend a
range of increasingly complex
literary and informational texts.
6 Key Concepts of Evidence-Centered Design
1. Define the domain
Common Core Standards Math/ELA
2. Define claims to be made
4 ELA & 4 Math Claims
Content Specifications
3. Define assessment targets
Knowledge, Skills, & Abilities
Example of an Assessment Target
Grade 11 – Assessment Target
Analyze the figurative (e.g., euphemism,
oxymoron, hyperbole, paradox) or
connotative meanings of words and
phrases used in context and the impact of
these word choices on meaning and tone.
6 Key Concepts of Evidence-Centered Design
1. Define the domain
Common Core Standards Math/ELA
2. Define claims to be made
4 ELA & 4 Math Claims
Content Specifications
3. Define assessment targets
Knowledge, Skills, & Abilities
4. Define evidence required
Evidence to be Elicited from Student
Example of an Evidence Description
Evidence for Assessment Target 1
When reading informational or
argumentative texts, students analyze the
figurative or implied meanings of words
or phrases as they are used in a text and
analyze how the choice of these particular
words affects meaning and tone.
6 Key Concepts of Evidence-Centered Design
1. Define the domain
Common Core Standards Math/ELA
2. Define claims to be made
4 ELA & 4 Math Claims
Content Specifications
3. Define assessment targets
Knowledge, Skills, & Abilities
4. Define evidence required
5. Develop Task Models
Evidence to be Elicited from Student
Methods for Eliciting Evidence
Example of a Task Model
Task Model 1
A constructed response for which the
student is prompted to identify an
example of figurative language, explain
the meaning, and describe how it affects
meaning and tone. Stimulus text should
be on grade level.
6 Key Concepts of Evidence-Centered Design
1. Define the domain
Common Core Standards Math/ELA
2. Define claims to be made
4 ELA & 4 Math Claims
Content Specifications
3. Define assessment targets
Knowledge, Skills, & Abilities
4. Define evidence required
5. Develop Task Models
Evidence to be Elicited from Student
Methods for Eliciting Evidence
6. Develop Items or Performance Tasks
Building a Logical Argument
Common Core State Standards
Claim
Assessment Target
Evidence
Student Response
6 Key Components of Evidence-Centered Design
1. Define the domain
Common Core Standards Math/ELA
2. Define claims to be made
4 ELA & 4 Math Claims
Content Specifications
3. Define assessment targets
Knowledge, Skills, & Abilities
4. Define evidence required
5. Develop Task Models
Evidence to be Elicited from Student
Methods for Eliciting Evidence
6. Develop Items or Performance Tasks
Examining an Item Through the Lens of
Evidence-Centered Design
Use the line buttons to separate the rectangle into
6 equal sections. Then click on the sections to
shade the area of the rectangle that represents
2/3 of the area of the whole rectangle.
Claim:
Students can explain and apply
mathematical concepts and carry
out mathematical procedures
with fluency.
Assessment Target:
Develop understanding of fractions
as numbers.
Evidence:
Student can create visual
representations of fractions that
range from one-half to four-fifths.
Task Model:
Partition tool is used to divide a given
quadrilateral into up to 20 equal
sections and to highlight fractions of
the quadrilateral that represent
halves, thirds, quarters, or fifths.
Using Evidence-Centered Design
to Guide Item Design
1. What evidence is required given the assessment target
I am measuring?
2. What are the key features that must be included in
the item?
3. Will this item allow for the production of the evidence
I am seeking?
4. Is there anything about this item that may make it
more difficult to collect evidence from some students?
Review of Key Concepts
Standard
Claim
Evidence
Task
Model
Item