Intel SBAC Item Writing Template for Sharing
Item Metadata
Description
Item Writer’s
Name and District
Karen Barefield & Jeff Mihovilovich, Seattle SSD
Primary Claim
Claim 3: Communicating Reasoning Students can clearly and precisely construct
viable arguments to support their own reasoning and to critique the reasoning of
others.
Assessment
Targets
3 E: Distinguish correct logic or reasoning from that which is flawed and—if there is
a flaw in the argument—explain what it is.
3 F: Base arguments on concrete referents such as objects, drawings, diagrams,
and actions.
CCSS Standards
A.REI-12
Mathematical
Practices
3, 6
Primary Content
Domain
Algebra
Item Type
CR
DOK
3
Bart attempted to graph the linear inequality
3x + 4y > 12. His graph is shown below.
15
10
5
Item Stimulus and
Stem
0
-10
-5
0
5
10
15
-5
-10
Bart graphed the inequality incorrectly. What mistake(s)
did he make? Justify your response.
Adapted from the SBAC Item Tagging Template for the Intel SBAC Item Writing Workshop, February/March 2013
Intel SBAC Item Writing Template for Sharing
Correct Response/
Distractors
Bart made two mistakes when graphing the inequality. First, he drew a solid line
when he should have used a dashed or broken line since this is a strict inequality.
Second, he shaded the region below the line when he should have shaded the
region above the line. When written in slope-intercept form the inequality is
y > –0.75x + 3. Because the y-value must be greater than the value of
–0.75x + 3, the region above the line must be shaded.
2 points: The student has a solid understanding of how to clearly and precisely
construct a viable argument to support his/her own reasoning for identifying errors
in graphing an inequality. The student clearly identifies the two mistakes in the
given graph, and the student clearly explains, with reference to the inequality, why
each is a mistake.
Score
Points/Rubric
1 point: The student has some understanding of how to clearly and precisely
construct a viable argument to support his/her own reasoning for identifying errors
in graphing an inequality. The student identifies the two mistakes in the graph, but
demonstrates some flawed or incomplete reasoning when explaining why each is a
mistake. Or, the student clearly identifies and explains, with reference to the
inequality, only one of the two mistakes in the given graph.
0 points: The student demonstrates inconsistent understanding of how to clearly
and precisely construct a viable argument to support his/her own reasoning for
identifying errors in graphing an inequality. The student does not identify either
mistake in the graph or the student correctly identifies one or more mistakes but
does not explain, with reference to the inequality, why either is a mistake.
Adapted from the SBAC Item Tagging Template for the Intel SBAC Item Writing Workshop, February/March 2013