Grade 8 - Claim 4 - Target 2
Back to ResultsEnglish Language Arts
Target 2
Analyze / Integrate Information
Sample Item
Grade 8Test
Claim 4
Research / Inquiry
Standards
RH-1
Cite specific textual evidence to support analysis of primary and secondary sources.
RH-2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
RH-7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
RH-8
Distinguish among fact, opinion, and reasoned judgment in a text.
RH-9
Analyze the relationship between a primary and secondary source on the same topic.
RI-1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI-6
Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
RI-8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
RI-9
Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
RST-1
Cite specific textual evidence to support analysis of science and technical texts.
RST-2
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
RST-7
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
RST-8
Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
RST-9
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
W-8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while...
W-9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
WHST-8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while...
WHST-9
Draw evidence from informational texts to support analysis, reflection, and research.
Clarifications
Target 2 will assess analyzing information within and among texts for research purposes as well as paraphrasing and avoiding plagiarism for the purpose of integrating information. Target 3 will assess evaluating a list of...
Range Achievement Level Descriptors
Evidence Required
1
The student will analyze information within and among sources of information.
2
The student will analyze information within and among sources of information in order to integrate the...
Item Guidelines
Depth of Knowledge
RE-DOK2
Level 2 includes the engagement of some mental processing beyond recalling or reproducing a response; it requires both comprehension and subsequent processing of source materials used for research or portions of those sources. Some important concepts are covered but not...
Allowable Item Types
- Multiple Choice, single correct response
- Hot Text, select text
- Multi-Select, multiple correct response
Stimuli
Passages
Claim 4 stimuli are discrete and written by the item writer. Primary source material may be from public domain documents. Most Claim 4 stimuli are excerpts from research sources from various academic disciplines. Examples of Claim 4 stimuli in grade...
Text Complexity
Claim 4 stimuli should follow the guidelines in the stimulus specifications document; however, the complexity should be one grade level below the assessment level. The vocabulary used in the stimulus and the item should be at least one grade level...
Accessibility
Students will be required to read brief text stimuli and use a mouse. Students with physical impairments may need to use an adapted mouse or others a computer with eye-scanning capabilities. Students who are...
Task Models
Task Model 1
Item Types
Multiple Choice, single correct responseDepth of Knowledge
RE-DOK2
Target Evidence Statement
The student will analyze information within and among sources of information in order to integrate the information that is paraphrased while avoiding plagiarism.
Task Description
CAT Primary Standard Alignment: W-8, WHST-8 CAT Secondary Standard Alignment: RH-2, RST-2, RH-7, RST-7, RH-9, RST-9, W-9, WHST-9 The test taker will be presented with two sources on the same topic. The item stem will pose...
Stimulus
The stimuli will follow the Claim 4 stimulus specifications. All stimuli will be informational for this model. The types of stimuli that are allowable for this model are listed below. Stimulus: G8.T2.A: Two Sources on...
Appropriate Stems
Stimulus: G8.T2.A: Two Sources on the Same Topic, Stimulus: G8.T2.B: Historical Primary and Secondary Sources on the Same Topic, Stimulus: G8.T2.C.a: Informational Source and Stimulus: G8.T2.C.b: Flowchart, Diagram, or Table, or Stimulus: G8.T2.D.a: Informational Source and Stimulus:...
Scoring Rules
Correct response: 1 point; Incorrect response: 0 points