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Grade 11 - Claim 1 - Target 11

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English Language Arts

Target 11

Reasoning & Evidence

Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., development of individuals, ideas or events; author’s point of view/purpose/author's differing points of view; evaluate multiple sources of information presented in different media or formats; delineate and evaluate the author's premises and specific claims) and use supporting evidence as justification/explanation.

Sample Item

Grade 11

Test

Claim 1

Reading

Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

Grade

Grade 11

Standards

RH-6RH-8RI-1RI-3RI-6RI-7RI-8RI-9RST-6RST-8

Standards

  • RH-6

    Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

  • RH-8

    Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

  • RI-1

    Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

  • RI-3

    Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

  • RI-6

    Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the...

  • RI-7

    Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

  • RI-8

    Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises,...

  • RI-9

    Analyze seventeenth-, eighteenth-, and nineteenth-century foundational US documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address)...

  • RST-6

    Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

  • RST-8

    Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

Clarifications

Item must require students to analyze a text (or texts) by making inferences or providing conclusions about the development of events, ideas, or individuals in the text; author’s point of view, purpose, or differing...

Range Achievement Level Descriptors

Evidence Required

  • 1

    The student will make an inference about an informational text or texts and identify evidence within the text or texts that support that inference.

Item Guidelines

Depth of Knowledge

  • R-DOK3

    Deep knowledge becomes more of a focus at Level 3. Students are encouraged to go beyond the text; however, they are still required to show understanding of the ideas in the text. Students may be encouraged to explain, generalize, or...

  • R-DOK4

    Higher order thinking is central and knowledge is deep at Level 4. The standard or assessment item at this level will probably be an extended activity, with extended time provided. The extended time period is not a distinguishing factor if...

Allowable Item Types

  • Evidence-based Select Response, two-part multiple choice response (EBSR);
  • Hot Text, select text
  • Short Text, constructed response (WR)

Stimuli

  • Passages

    Each text must include explicitly and implicitly stated details that can be used to make inferences and provide conclusions. Refer to Smarter Balanced Assessment Consortium: English Language Arts & Literacy Computer Adaptive Test (CAT) and Performance Task (PT) Stimulus Specifications for...

  • Dual-Text Stimuli

    When a dual-text set contains one literary and one informational text, the informational text (text #1) is the primary focus, and the set of items must include items from the informational stimulus as well as items written across both texts....

Accessibility

Refer to the Smarter Balanced Assessment Consortium: Usability, Accessibility, and Accommodations Guidelines for information on accessibility.

Task Models

Task Model 1

  • Item Types

    Evidence-based Select Response, two-part multiple choice response (EBSR);

  • Depth of Knowledge

    R-DOK3, R-DOK4

Target Evidence Statement

  • The student will make an inference about an informational text or texts and identify evidence within the text or texts that support that inference.

Task Description

This item has two parts. The item stem of PART A will prompt the selection of a statement that requires the student to make an inference OR draw a conclusion about the text. The answer...

Appropriate Stems

Lead-in: This question has two parts. First, answer part A. Then, answer Part B. Appropriate Stems for PART A: Which of these inferences about the [provide development of events/ideas/individuals/author’s line of reasoning/point of view/purpose/relevance of evidence/elaboration...

Appropriate Stems for Dual-Stimuli

PART A: Read the [sentence(s)/paragraph(s)/section(s)] from [title text #2]. [Provide excerpt from text] Based on this information, [what inference can be made/what can a reader infer] about [provide development of events/ideas/individuals/author’s line of reasoning/point of view/purpose/relevance of...

Scoring Rules

Correct response for both parts: 1 point; Incorrect response for either or both parts: 0 points