Grade 11 - Claim 1 - Target 8
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Target 8
Key Details
Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.
Sample Item
Grade 11Test
Claim 1
Reading
Standards
RH-1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH-3
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
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.
RST-1
Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
Clarifications
Students identify/select appropriate supporting text evidence for one or more GIVEN inferences or conclusions. The item stem must state an inference or conclusion drawn from the text, not merely quote words directly from the...
Range Achievement Level Descriptors
Evidence Required
1
The student will identify text evidence (explicit details and/or implicit information) to support a GIVEN inference or conclusion based on the text.
Item Guidelines
Depth of Knowledge
R-DOK2
Level 2 includes the engagement of some mental processing beyond recalling or reproducing a response; it requires both comprehension and subsequent processing of text or portions of text. Intersentence analysis of inference is required. Some important concepts are covered but...
Allowable Item Types
- Multiple Choice, single correct response
- Multi-Select, multiple correct response
- Hot Text, select text
Stimuli
Passages
Texts will include sufficient detail, both stated and implied, to allow for the formation of inferences or 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
Multiple Choice, single correct responseDepth of Knowledge
R-DOK2
Target Evidence Statement
The student will identify text evidence (explicit details and/or implicit information) to support a GIVEN inference or conclusion based on the text.
Task Description
The item stem will make an inference or draw a conclusion based on the text and pose a question that requires the student to select the text evidence that supports the given inference or...
Appropriate Stems
Which [evidence/detail/sentence] from the text [indicates/best supports] [provide inference or conclusion based on the text]? [Provide inference or conclusion based on the text]. Which [evidence/detail/sentence] from the text best supports this [inference/conclusion] OR best shows...
Appropriate Stems for Dual-Stimuli
Which [evidence/detail/sentence] from [title text #1] best shows that [provide inference or conclusion based on the two passages] is true of both texts? NOTE: This stem is only used with two informational passages. Based on...
Scoring Rules
Correct response: 1 point; Incorrect response: 0 points