2021-22 Interim Assessments Overview - Oregon
2021–22InterimAssessmentsOverviewThe Oregon Statewide Assessment System, built onthe Smarter Balanced Assessment System, consistsof three components: end-of-year summativeassessments designed for accountability purposes,Contentsinterim assessments designed to support teachingTypes of Interim Assessments2Features of Interim Assessments2Interim Assessments at a Glance2Using Interim Assessments3Standardized vs.Non-Standardized Administrations3Administering Interim Assessments3Accessibility Resources3Teacher Hand-Scoring4Interim Assessment Security4New for the 2021–22 School Year5Spotlight: Connections Playlists52021–22 ELA/LiteracyInterim Assessments62021–22 MathematicsInterim Assessments13and learning throughout the year, and a suite oftools and resources in Tools for Teachers thatsupport classroom-based formative ARDSCOLLEGE ANDCAREER READYResources anddata to supportteaching andlearningTOOLS FORTEACHERSINTERIMASSESSMENTSThis document describes the interim assessments,including their purpose, type, and use. For each gradeand subject, this document provides a list of interimassessments available for the 2021–22 school year.Find more information about the content covered bythe various interim assessments at contentexplorer.smarterbalanced.org. 2021 The Regents of the University of California Rev. 8/9/211
Types of Interim AssessmentsThe Oregon Department of Education offers two differenttypes of interim assessments based on the granularity ofthe content.Interim Assessment Blocks (IABs) are assessments teacherscan use throughout the school year to assess smallerbundles of content. They are intended to provide educatorsand students the ability to check student performance atany given moment in time, and educators can use results todetermine next steps for instruction. IABs assess betweenthree and eight assessment targets. Educators can use IABsduring the school year more consistently and frequentlywith the sequence of their curricula. There are typically 10to 18 items on IABs.Focused IABs assess no more than three assessment targetsto provide educators a more detailed understanding ofstudent learning. There are typically 10 to 15 items onFocused IABs.Features of Interim Assessments Flexible administration options supportlocal implementation. Items include all the accessibility resources availablein the summative assessment to help provideconsistency and familiarity across assessments. Interim assessments may be used to measurestudents’ knowledge and skills in grade levels outsideof the students’ enrolled grades. Interim assessments include rigorous items that: cover the cognitive expectation, or Depth ofKnowledge, as described in the Common CoreState Standards (CCSS). allow educators access to view test questionsand students’ responses as part of educators’instructional process to inform possible nextinstructional steps with students.Each IAB and Focused IAB is associated with a ConnectionsPlaylist that supports teachers as they determine nextinstructional steps for helping students based on theirperformance on the assessment. The playlists includelinks to instructional resources in Tools for Teachers thatsupport the formative assessment process by providingtools, resources, and instructional strategies to use in theclassroom.The IABs and Focused IABs draw from the same bank ofinterim items and performance tasks. Test questions aredeveloped using the same rigorous methods as those itemsfound on the summative assessment.INTERIM ASSESSMENTS AT A GLANCEInterim AssessmentBlocksFocused InterimAssessment BlocksAssess 3–8 targets in ELA/literacy or MathAssess 1–3 targets in ELA/literacy or MathExamples: Grade 3 ELA, Read Literary Texts Grade 3 Math, Operations and Algebraic ThinkingExamples: Grade 3 ELA, Research: Use Evidence Grade 3 Math, Time, Volume, and MassFind more information at: contentexplorer.smarterbalanced.org 2021 The Regents of the University of California Rev. 8/9/212
Using Interim AssessmentsInterim assessments can serve a variety of educator needs.To better support the range of possible uses consistentwith the policies of member education agencies, educatorsmay establish the time frame, administration policies, andscoring practices for interim assessments. However, interimassessments may not be used for accountability purposes.Standardized vs. Non-StandardizedAdministrationsInterim assessments can be administered in standardizedand non-standardized ways in the classroom. In a traditional,standardized administration, educators assign each studentan interim assessment to take individually, and educatorscan use students’ results to determine instructional nextsteps. Educators can also use interim assessments fornon-standardized administrations by displaying items toa class using a service provider’s item viewer applicationfor students to answer on paper, in small groups, or asa class discussion. Additionally, in a non-standardizedadministration, educators can conduct instructionalactivities such as eliciting evidence from studentsusing white boards, incorporating peer feedback whileadministering brief writes or performance tasks, or usingan item for students to complete collaboratively in smallgroups.Smarter Balanced recently developed the InterimAssessment Item Portal (IAIP) to provide educators with theability to use interim assessment items in more flexible waysto support student learning. The IAIP is accessible via Toolsfor Teachers and includes all live items available within theIABs, and Focused IABs. The IAIP may be used by educatorsto view and select or deselect individual assessment items totailor content covered by an interim assessment so it betteraligns with the sequence of their instruction. With the abilityto view assessment items, educators can better understandassessment content in order to guide year-long planning andexpose students over time to like-items they may experienceon the summative assessment.Administering Interim AssessmentsInterim assessments are administered online and use thesame delivery software as the summative assessments.Educators have the flexibility to re-administer interimassessments throughout the school year. These decisionsshould be made as part of a larger assessment context thatincludes the purpose of the interim assessment, how the 2021 The Regents of the University of California Rev. 8/9/21interim assessment will be scored, and how the data fromthe interim assessment will be used to improve teachingand learning. Interim assessment reports can be generatedfrom the Smarter Balanced or member-designated reportingsystems.The IABs and Focused IABs contain a number of overlappingitems. Therefore, students who take interim assessmentsmore than once, or who take them in the same grade levelsand content areas, may see the same items. As more interimassessment items are made available, the IABs and FocusedIABs will have fewer overlapping items.Accessibility ResourcesOne of the foundational principles of the Smarter Balancedassessment system is accessibility for students. As a result,interim assessments include accessibility resources designedto meet the individual needs of students and remove accessbarriers—allowing participating students to demonstratewhat they know and can do.Smarter Balanced offers the following types of accessibilityresources: Universal Tools: Universal tools are available to allstudents to use based on their needs. Examplesinclude embedded Desmos calculator, digital notepad,English dictionary, and English glossary. Designated Supports: Designated supports areavailable to students when determined for use byeducators (with parent/guardian and student input, asappropriate) or specified in the student’s individualizededucation program (IEP) or Section 504 plan. Examplesinclude color contrast, text-to-speech, bilingualdictionary, and illustration glossary. Accommodations: Accommodations are availablefor eligible students if specified in the student’s IEPor Section 504 plan. Examples include AmericanSign Language, braille, text-to-speech, and closedcaptioning.Smarter Balanced works with educators, students, andexperts in the field to design and continue to review theassessment system. This includes bias and sensitivity reviewsof Smarter Balanced assessments, as well as rigorousvetting of interim assessments to ensure accessibility forall. The Smarter Balanced Assessment Consortium Bias andSensitivity Guidelines support the process of developing andreviewing Smarter Balanced assessments that are fair andequitable for all test takers.3
Teacher Hand-ScoringInterim Assessment SecurityMost items in the interim assessments will be scoredautomatically. However, there are some test questions thatneed to be hand-scored. In mathematics, hand-scoring isonly required for performance tasks. In ELA, constructedresponse items and performance tasks, including the fullwrite, require hand-scoring. This is a local responsibility.A state’s service provider hand-scoring system allowseducators to score student responses using the samescoring rules as the summative assessment. SmarterBalanced provides hand-scoring training materials includingrubrics and sample responses for use by educators whowill score student responses. Hand-scoring is a valuableprofessional development activity that provides educatorswith an understanding of the scoring process and theexpectations for student learning. Hand-scoring can helpinform educators’ instruction by assisting in identifyingstudent strengths and areas for improvement.The interim assessments are considered student-facingand teacher-facing only. This designation provideseducators the flexibility to access the test questions andtheir students’ responses to the test questions. Teachersare encouraged to use interim assessment items duringinstruction, as intended. The one exception is usinginterims during remote instruction where educators needto manage access to interim items to only students in theirclasses. Only authorized local educational agency staff andstudents should have access to the interim assessments.Finally, interim assessment items must not be copied intothird-party systems. Such activity is a copyright violation.The Smarter Annotated Response Tool (SmART) isdesigned to help educators better understand howstudent responses to performance task items are scored toperformance task items on Smarter Balanced assessmentsand support writing instruction in the school or classroom.Educators can use the Smarter Annotated Response Toolfor a variety of purposes, including: Gaining insight into grade-level expectations for eachscore point of each trait scored for ELA full writes. Learning about specific qualities of high-scoringresponses to help inform classroom writinginstruction. Creating professional development materials to usewith teachers who might be unfamiliar with or desiremore experience using criteria-based rubrics to scorea variety of student writing. Creating materials to share with students to illustratestrong examples of student writing as well as howless successful work could be revised to improve thequality. Sharing with parents who wish to see examples ofstudent work to gain a better understanding of whattheir students are expected to demonstrate as theyengage in the performance task portion of the ELAassessment. 2021 The Regents of the University of California Rev. 8/9/21Remote Administration of InterimAssessmentsConsortium members have the flexibility to allow teachersto administer, and students to take, interim assessmentsremotely depending on state policy. Remote administrationcan take place under the following conditions: An authorized employee (e.g., teacher, testadministrator) in a school administers the testconsistent with the district or school policies for inperson interim assessment administration. The test administrator monitors the test activity suchthat tests are open only for the minimum amount oftime necessary for students to complete and submittheir responses. The test administrator uses established testadministration practices to support studentsaccessing the interim assessments; this may be aphone call or chat with a parent/guardian in advanceof starting the test (unless for non-standardized use,such as in a classroom discussion). The test administrator maintains student data privacywith State-wide Student Identifiers (SSID) and otherpersonally identifiable information (PII), which arerequired to take an interim assessment. (Note: Pleaserefer to local policies regarding communicating PII.) The test administrator follows state and local policiesregarding test security and immediately escalatesto the test coordinator any suspected item securityissue (e.g., posting on social media).4
InterimAssessmentsOverviewInterim Assessment Blocks (IABs)Focused IABsWhat theymeasureIABs assess 3–8 targets.Focused IABs assess 1–3 targets.Test formatIABs are fixed-form tests.Focused IABs are fixed-form tests.Kinds of testitemsIABs include the same item types and formats,including performance tasks, as the summativeassessments.Focused IABs include the same item types andformats, but not performance tasks, as thesummative assessments.ReportingresultsResults are reported as “Below Standard,” “At/Near Standard,” and “Above Standard.”Results are reported as “Below Standard,” “At/Near Standard,” and “Above Standard.”Educators can drill down to item-level detailand student responses in the ReportingSystem, including individual answers and key/distractor analysis, so they can focus classroomteaching on the supports students need most.Educators can drill down to item-level detailand student responses in the Reporting System,including individual answers and key/distractoranalysis, so they can focus classroom teaching onthe supports students need most.Educators can view individual test questionsfrom IABs through the IAIP available in Tools forTeachers.Educators can view individual test questions fromFocused IABs through the IAIP available in Toolsfor Teachers.Easily search items from IABs by test name,grade, claim, target, and/or standard, andexport relevant interim assessment test items.Easily search items from Focused IABs by testname, grade, claim, target, and/or standard, andexport relevant interim assessment test items.InterimAssessmentItem Portal(IAIP)New for the 2021–22 School YearBelow is an overview of what’s new for the 2021–22school year, including the release of 38 new FocusedIABs. Explore the full range of ELA/Literacy and MathInterim Assessments by grade on pages 6–19.NEW FOR ELA/LITERACYNEW FOR MATHEMATICSLearn more at: smartertoolsforteachers.org. 18 new Focused IABs (1–5 per grade) Match student performance on IABs to specifictopics and find related instructional resources to usein the classroom the very same day. Playlists can also be used as part of an observationaltool, to support student goal setting, or provideguidance on various differentiation needs. 20 new Focused IABs (2–3 per grade) 2021 The Regents of the University of CaliforniaSPOTLIGHT: TOOLS FOR TEACHERSINTERIM CONNECTIONS PLAYLISTSRev. 8/9/215
2021–22 ELA/LITERACY INTERIM ASSESSMENTSELA: Grade 3Interim Assessment Blocks (IABs)Assessment NameRead Literary TextsTargets AssessedClaim 1, Targets 1, 2, 3, 4, 5, 6, 71Read Informational Texts1Claim 1, Targets 8, 9, 10, 11, 12, 13, 14Brief Writes1Claim 2, Targets 1a, 3a, 6aRevisionClaim 2, Targets 1b, 3b, 6bResearchPerformance Task—BeetlesClaim 4, Targets 2, 3, 4Claim 2, Target 7; and Claim 4, Targets 2, 3, or 41Focused IABsAssessment NameTargets AssessedLanguage and Vocabulary UseClaim 2, Target 8: Language & Vocabulary UseEditingClaim 2, Target 9: EditingListen/InterpretClaim 3, Target 4: Listen and InterpretResearch: Interpret and IntegrateClaim 4, Target 2: Interpret & Integrate InformationResearch: Analyze InformationClaim 4, Target 3: Analyze Information/SourcesResearch: Use Evidence2Claim 4, Target 4: Use EvidenceWrite and Revise Opinion TextsClaim 2, Targets 6a: Write Brief Texts; 6b: Revise Brief Texts1,2Write and Revise Informational TextsWrite and Revise NarrativesClaim 2, Targets 3a: Write Brief Texts; 3b: Revise Brief Texts1,2Claim 2, Targets 1a: Write Brief Texts; 1b: Revise Brief Texts11Includes at least one item that is hand-scored2New form for 2021–22 2021 The Regents of the University of California Rev. 8/9/216
ELA: Grade 4Interim Assessment Blocks (IABs)Assessment NameTargets AssessedRead Literary Texts1Claim 1, Targets 1, 2, 3, 4, 5, 6, 7Read Informational Texts1Claim 1, Targets 8, 9, 10, 11, 12, 13, 14Brief WritesClaim 2, Targets 1a, 3a, 6a1RevisionClaim 2, Targets 1b, 3b, 6bResearchClaim 4, Targets 2, 3, 4Performance Task—Unlikely Animal Friends1Claim 2, Target 7; and Claim 4: 2, 3, or 4Focused IABsAssessment NameTargets AssessedLanguage and Vocabulary UseClaim 2, Target 8: Language & Vocabulary UseEditingClaim 2, Target 9: EditingListen/InterpretClaim 3, Target 4: Listen and InterpretResearch: Interpret and IntegrateClaim 4, Target 2: Interpret & Integrate InformationResearch: Analyze InformationClaim 4, Target 3: Analyze Information/SourcesResearch: Use EvidenceClaim 4, Target 4: Use Evidence2Write and Revise Opinion TextsClaim 2, Targets 6a: Write Brief Texts; 6b: Revise Brief Texts1,2Write and Revise Informational Texts1,2Claim 2, Targets 3a: Write Brief Texts; 3b: Revise Brief TextsWrite and Revise Narratives1Claim 2, Targets 1a: Write Brief Texts; 1b: Revise Brief Texts1Includes at least one item that is hand-scored2New form for 2021–22 2021 The Regents of the University of California Rev. 8/9/217
ELA: Grade 5Interim Assessment Blocks (IABs)Assessment NameTargets AssessedRead Literary Texts1Claim 1, Targets 1, 2, 3, 4, 5, 6, 7Read Informational TextsBrief WritesClaim 1, Targets 8, 9, 10, 11, 12, 13, 141Claim 2, Targets 1a, 3a, 6a1RevisionClaim 2, Targets 1b, 3b, 6bResearchClaim 4, Targets 2, 3, 4Performance Task—Whales1Claim 2, Target 7; and Claim 4, Targets 2, 3, or 4Focused IABsAssessment NameTargets AssessedLanguage and Vocabulary UseClaim 2, Target 8: Language & Vocabulary UseEditingClaim 2, Target 9: EditingListen/InterpretClaim 3, Target 4: Listen and InterpretResearch: Interpret and IntegrateClaim 4, Target 2: Interpret & Integrate InformationResearch: Analyze InformationClaim 4, Target 3: Analyze Information/SourcesResearch: Use EvidenceClaim 4, Target 4: Use Evidence2Write and Revise Opinion TextsClaim 2, Targets 6a: Write Brief Texts; 6b: Revise Brief Texts1,2Write and Revise Informational Texts1,2,3Claim 2, Targets 3a: Write Brief Texts; 3b: Revise Brief TextsWrite and Revise Narratives1Claim 2, Targets 1a: Write Brief Texts; 1b: Revise Brief Texts1Includes at least one item that is hand-scored2New form for 2021–223Item list and sequence updated following sensitivity review 2021 The Regents of the University of California Rev. 8/9/218
ELA: Grade 6Interim Assessment Blocks (IABs)Assessment NameTargets AssessedRead Literary Texts1Claim 1, Targets 1, 2, 3, 4, 5, 6, 7Read Informational TextsBrief WritesClaim 1, Targets 8, 9, 10, 11, 12, 13, 141Claim 2, Targets 1a, 3a, 6a1RevisionClaim 2, Targets 1b, 3b, 6bResearchClaim 4, Targets 2, 3, 4Performance Task—Multivitamins1Claim 2, Target 7; and Claim 4, Targets 2, 3, or 4Focused IABsAssessment NameTargets AssessedLanguage and Vocabulary UseClaim 2, Target 8: Language & Vocabulary UseEditingClaim 2, Target 9: EditingListen/InterpretClaim 3, Target 4: Listen and InterpretResearch: Analyze and Integrate InformationClaim 4, Target 2: Analyze and Integrate InformationResearch: Evaluate Information and SourcesClaim 4, Target 3: Evaluate Information and SourcesResearch: Use EvidenceClaim 4, Target 4: Use Evidence2Write and Revise Explanatory TextsClaim 2, Targets 3a: Write Brief Texts; 3b: Revise Brief Texts1,2Write and Revise Narratives1Claim 2, Targets 1a: Write Brief Texts; 1b: Revise Brief Texts1Includes at least one item that is hand-scored2New form for 2021–22 2021 The Regents of the University of California Rev. 8/9/219
ELA: Grade 7Interim Assessment Blocks (IABs)Assessment NameTargets AssessedRead Literary TextsClaim 1, Targets 1, 2, 3, 4, 5, 6, 7Read Informational TextsBrief WritesClaim 1, Targets 8, 9, 10, 11, 12, 13, 141Claim 2, Targets 1a, 3a, 6a1RevisionClaim 2, Targets 1b, 3b, 6bResearchClaim 4, Targets 2, 3, 4Performance Task—Mobile Ed Technology1Claim 2, Target 7; and Claim 4, Targets 2, 3, or 4Focused IABsAssessment NameTargets AssessedLanguage and Vocabulary UseClaim 2, Target 8: Language & Vocabulary UseEditingClaim 2, Target 9: EditingListen/InterpretClaim 3, Target 4: Listen and InterpretResearch: Analyze and Integrate InformationClaim 4, Target 2: Analyze and Integrate InformationResearch: Evaluate Information and SourcesClaim 4, Target 3: Evaluate Information and SourcesResearch: Use EvidenceClaim 4, Target 4: Use Evidence2Write and Revise Argumentative Texts1,2Claim 2, Targets 6a: Write Brief Texts; 6b: Revise Brief TextsWrite and Revise Explanatory Texts1,2Claim 2, Targets 3a: Write Brief Texts; 3b: Revise Brief TextsWrite and Revise Narratives1Claim 2, Targets 1a: Write Brief Texts; 1b: Revise Brief Texts1Includes at least one item that is hand-scored2New form for 2021–22 2021 The Regents of the University of California Rev. 8/9/2110
ELA: Grade 8Interim Assessment Blocks (IABs)Assessment NameTargets AssessedRead Literary Texts1Claim 1, Targets 1, 2, 3, 4, 5, 6, 7Read Informational TextsBrief WritesClaim 1, Targets 8, 9, 10, 11, 12, 13, 141,2Claim 2, Targets 1a, 3a, 6a1ResearchClaim 4, Targets 2, 3, 4Edit/ReviseClaim 2, Targets 1b, 3b, 6b, 8, 9Performance Task—Compare Ancient Societies1,2Claim 2, Target 7; and Claim 4, Targets 2, 3, or 4Focused IABsAssessment NameTargets AssessedListen/InterpretClaim 3, Target 4: Listen and InterpretEditing2Claim 2, Target 9: EditingLanguage and Vocabulary Use3Claim 2, Target 8: Language & Vocabulary UseResearch: Analyze and Integrate InformationClaim 4, Target 2: Analyze and Integrate InformationResearch: Evaluate Information and SourcesClaim 4, Target 3: Evaluate Information and SourcesResearch: Use EvidenceClaim 4, Target 4: Use Evidence3Write and Revise Explanatory TextsClaim 2, Targets 3a: Write Brief Texts; 3b: Revise Brief Texts1,3Write and Revise Narratives1Claim 2, Targets 1a: Write Brief Texts; 1b: Revise Brief Texts1Includes at least one item that is hand-scored2Item list and sequence updated following sensitivity review3New form for 2021–22 2021 The Regents of the University of California Rev. 8/9/2111
ELA: High SchoolInterim Assessment Blocks (IABs)Assessment NameTargets AssessedRead Literary Texts1,2Claim 1, Targets 1, 2, 3, 4, 5, 6, 7Read Informational Texts1Claim 1, Targets 8, 9, 10, 11, 12, 13, 14Brief WritesClaim 2, Targets 1a, 3a, 6a1RevisionClaim 2, Targets 1b, 3b, 6bResearchClaim 4, Targets 2, 3, 4Performance Task—How We Learn1Claim 2, Target 7; and Claim 4, Targets 2, 3, or 4Focused IABsAssessment NameTargets AssessedLanguage and Vocabulary Use2Claim 2, Target 8: Language & Vocabulary UseEditingClaim 2, Target 9: EditingListen/InterpretClaim 3, Target 4: Listen and InterpretResearch: Analyze and Integrate InformationClaim 4, Target 2: Analyze and Integrate InformationResearch: Evaluate Information and SourcesClaim 4, Target 3: Evaluate Information and SourcesResearch: Use EvidenceClaim 4, Target 4: Use Evidence2,3Write and Revise Argumentative Texts1,3Write and Revise Narratives1Claim 2, Targets 1a: Write Brief Texts; 1b: Revise Brief Texts1Includes at least one item that is hand-scored2Item list and sequence updated following sensitivity review 2021 The Regents of the University of CaliforniaClaim 2, Targets 6a: Write Brief Texts; 6b: Revise Brief Texts Rev. 8/9/2112
2021–22 MATHEMATICS INTERIM ASSESSMENTSMath: Grade 3Interim Assessment Blocks (IABs)Assessment NameTargets AssessedOperations and Algebraic Thinking2Claim 1, Targets A, B, C, DMeasurement and DataClaim 1, Targets G, H, I, J2Performance Task—Order FormA range of targets in Claims 2, 3, and 41Focused IABsAssessment NameTargets AssessedMultiplication and Division:Interpret, Represent, and Solve2Claim 1, Target A: Represent and solve problems involving multiplicationand divisionFour Operations: Interpret,Represent, and Solve2,3Claim 1, Target D: Solve problems involving the four operations, and identifyand explain patterns in arithmeticLinear and Area Measurement2,3Claim 1, Target I: Geometric measurement: AreaClaim 1, Target J: Geometric measurement: PerimeterProperties of Multiplication andDivision2Claim 1, Target B: Understand properties of multiplication and therelationship between multiplication and divisionMultiply and Divide within 1002Claim 1, Target C: Multiply and divide within 100Number and Operations in Base TenClaim 1, Target E: Use place value understanding and properties ofoperations to perform multi-digit arithmeticNumber and Operations—Fractions2Claim 1, Target F: Develop understanding of fractions as numbersTime, Volume, and Mass2,3Claim 1, Target G: Solve problems involving measurement and estimation ofintervals of time, liquid volumes, and masses of objectsGeometry2Claim 1, Target K: Reason with shapes and their attributes21Includes at least one item that is hand-scoredIABs and FIABs are designed to measure the Claim 1 target(s) listed and may have additional items aligned to Claims 2–4, withsecondary alignment to the Claim 1 target(s) listed.23New form for 2021–22 2021 The Regents of the University of California Rev. 8/9/2113
Math: Grade 4Interim Assessment Blocks (IABs)Assessment NameTargets AssessedOperations and Algebraic Thinking2Number and Operations—FractionsClaim 1, Targets A, B, CClaim 1, Targets F, G, H2Measurement and DataClaim 1, Targets I, J, K2Number and Operations in Base TenClaim 1, Targets D, EPerformance Task—Animal Jumping1A range of targets in Claims 2, 3, and 42Focused IABs1Assessment NameTargets AssessedFour Operations: Interpret,Represent, and Solve2Claim 1, Target A: Use the four operations with whole numbers to solveFraction Equivalence and Ordering2Claim 1, Target F: Extend understanding of fraction equivalence andorderingBuild Fractions from Unit Fractions2,3Claim 1, Target G: Build fractions from unit fractions by applying andextending previous understandings of operations on whole numbersFractions and Decimal Notation2Claim 1, Target H: Understand decimal notation for fractions, and comparedecimal fractionsFactors and Multiples2,3Claim 1, Target B: Gain familiarity with factors and multiplesGenerate and Analyze Patterns2,3Claim 1, Target C: Generate and analyze patternsMulti-Digit Arithmetic: Place Valueand Operations2,3Claim 1, Target E: Use place value understanding and properties ofoperations to perform multi-digit arithmeticPlace Value and Multi-Digit WholeNumbers2,3Claim 1, Target D: Generalize place value understanding for multi-digitwhole numbersGeometry2Claim 1, Target L: Draw and identify lines and angles, and classify shapes byproperties of their lines and anglesIncludes at least one item that is hand-scoredIABs and FIABs are designed to measure the Claim 1 target(s) listed and may have additional items aligned to Claims 2–4, withsecondary alignment to the Claim 1 target(s) listed.23New form for 2021–22 2021 The Regents of the University of California Rev. 8/9/2114
Math: Grade 5Interim Assessment Blocks (IABs)Assessment NameTargets AssessedOperations and Algebraic Thinking2Number and Operations—FractionsClaim 1, Targets A, BClaim 1, Targets E, F2Measurement and DataClaim 1, Targets G, H, I2Number and Operations in Base TenClaim 1, Targets C, DPerformance Task—Turtle Habitat1A range of targets in Claims 2, 3, and 42Focused IABs1Assessment NameTargets AssessedNumerical Expressions2Claim 1, Target A: Write and interpret numerical expressionsOperations with Whole Numbersand Decimals2Claim 1, Target D: Perform operations with multi-digit whole numbers andwith decimals to hundredthsAdd and Subtract with EquivalentFractions2Claim 1, Target E: Use equivalent fractions as a strategy to add and subtractfractionsConvert Measurements2,3Claim 1, Target G: Convert like measurement units within a givenmeasurement systemPlace Value System2,3Claim 1, Target C: Understand the place value systemVolume Concepts2,3Claim 1, Target I: Geometric measurement: understand concepts of volumeand relate volume to multiplication and to additionGeometry2Claim 1, Target J: Graph points on the coordinate plane to solve real-worldand mathematical problemsClaim 1, Target K: Classify two-dimensional figures into categories based ontheir propertiesIncludes at least one item that is hand-scoredIABs and FIABs are designed to measure the Claim 1 target(s) listed and may have additional items aligned to Claims 2–4, withsecondary alignment to the Claim 1 target(s) listed.23New form for 2021–22 2021 The Regents of the University of California Rev. 8/9/2115
Math: Grade 6Interim Assessment Blocks (IABs)Assessment NameTargets AssessedThe Number System2Expressions and EquationsClaim 1, Targets B, C, DClaim 1, Targets E, F, G2Performance Task—Cell Phone PlanA range of targets in Claims 2, 3, and 41Focused IABs1Assessment NameTargets AssessedRatios and ProportionalRelationships2Claim 1, Target A: Understand ratio concepts and use ratio reasoning tosolve problemsDivide Fractions by Fractions2Claim 1, Target B: Apply and extend previous understandings ofmultiplication and division to divide fractions by fractionsAlgebraic Expressions2,3Claim 1, Target E: Apply and extend previous understandings of arithmeticto algebraic expressionsOne-Variable Expressions andEquations2Claim 1, Target F: Reason about and solve one-variable equations andinequalitiesDependent and IndependentVariables2Claim 1, Target G: Represent and analyze quantitative relationships betweendependent and independent variablesMulti-Digit Numbers, Factors, andMultiples2,3Claim 1, Target
3. Using Interim Assessments. Interim assessments can serve a variety of educator needs. To better support the range of possible uses consistent with the policies of member education agencies, educators may establish the time frame, administration policies, and scoring practices for interim assessments. However, interim
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Smarter Balanced Interim Assessments 1 January 14, 2015 Dear Colleagues, Introductory information about the Smarter Balanced Interim Assessment System is now available. The Interim Assessments will be released in late January 2015. We have compiled a two-part, user friendly Freque
the Smarter Balanced Interim Assessments. They are aligned to Michigan academic standards for English language arts/literacy and math, and include the same item types and tools as the M-STEP. The interim assessments also use the same online testing platform and administration portal as the M-STEP. Scho
Smarter Balanced assessments (common to all) and state . Interim Assessment User Interface, Scoring and Reporting . Interim test engine is still in development. Scoring Interim assessments will have various
i Interim assessments c Interim course content assessments based on Michigan Merit Curriculum m MEAP end of year assessment M MME end of year assessment s Smarter Balanced (based on grade level common core). Includes interim grade level, and summative assessments. S Smar
Course Name ANALYTICAL CHEMISTRY: ESSENTIAL METHODS Academic Unit SCHOOL OF CHEMISTRY . inquiry and analytical thinking abilities 3 Students are guided through several analytical techniques and instruments in the first half of the lab course (skills assessment). In the second half of the course, student have to combine techniques to solve a number of more complex problems (assessment by .
