IAHSWorkshop Mathematics Materials PDF

Teen Driving Restrictions: Question 2 (21560)
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1
Animal Jumping: Question 4 (25665)
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2
Baseball Tickets: Question 6 (12895)
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3
Cell Phone Plan: Question 6 (13313)
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4
Mathematics Performance Task #1
High School
Teen Driving Restrictions
(21560)
This document contains materials that are copyrighted by the Regents of the University of California, the California Department 1
of Education and/or independent publishers. Do not post publicly and do not reproduce for commercial purposes.
Task Stimulus
Teen Driving Restrictions
21560 (Question 2)
Metadata Table
Grade 11 Task Title Teen Driving Restrictions

Claim 3 - Communicating Reasoning - Students can clearly and precisely construct viable arguments to
support their own reasoning and to critique the reasoning of others.
Target E - Distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in the
argument—explain what it is.
Content Domains: Number and Quantities
Item ID 21560 Calculator Yes
Score Maximum Points: 2
Item Stem
Item Specific Rubric
Exemplar Student Response
Instructions for hand scoring can be found on the Training Guide tab.
Prep Set
Title: Teen Driving Restrictions
Item ID: 21560
Page 1 of 22
Claim 3 - Communicating Reasoning - Students can clearly and precisely construct viable
arguments to support their own reasoning and to critique the reasoning of others.
Target E - Distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in
the argument—explain what it is.
Score 2 Maximum Points: 2
Item Stem:
Student Response:
I don't agree. Because the 16-year-olds have the least number of licensed
drivers, we should calculate the ratio between the number of licensed drivers
and the number of accidents.
16-year-olds : 580000/1578000=0.368
17-year-olds : 702000/2195000=0.320
18-year-olds : 710000/2432000=0.292
19-year-olds : 670000/2653000=0.253
Compare the ratios above, we know the 19-year-olds are the safest teenage
drivers.
Comments:
Student disagrees and presents evidence to justify the conclusion based upon ratio comparisons.
P-1
Page 2 of 22
Item Stem:
Student Response:
16= 36% 17= 31% 18=29% 19=25%. Finding the percentage by dividing the
number of licensed drivers by the number of incindents we can conclude that
kelly was wrong. The 16 year olds have less accidents because there are less of
them to begind with. But the ratio is the worst one of them all, in reality the 19
year olds are the safest drivers.
Comments:
Student states that Kelly was wrong and presents evidence to justify the conclusion based upon
percentages comparisons for each age level.
P-2
Page 3 of 22
Item Stem:
Student Response:
we have to change the number of accident in pourcentage because there are
not the same number of licensed drivers. The number of accidents depend of
the number of licensed drivers but we cannot compar if there is not a base.
16 years old:
(580,000/1,578,000)x100= 36.75%
17 years old: (702,000/2,195,000)x100=
31.98%
18 years old: (710,000/2,432,000)x100=
29,19%
19 years old: (670,000/
2,653,000)x100= 25,25%
According to the pourcentages, I disagree with kelly because we can see that
the 19 years old are the safest teenage drivers because their pourcentage is
the lower.
Comments:
Student compares percentages from different age levels and disagrees with Kelly.
P-3
Page 4 of 22
Item Stem:
Student Response:
I disagree
The percent of licensed 16 year olds that get into accidents (36.76%) is
higher than the percent of 17 year old getting into accidents (31.98%) This
data says that 16 year olds are actually not the safest drivers,
Comments:
Student disagrees and presents evidence to justify the conclusion based upon comparing the
percentage for 17 year old drivers.
P-4
Page 5 of 22
Item Stem:
Student Response:
No, I disagree.Because the drivers of 16 years old are less than the drivers
of 17,18 and 19 years old.
The percent of drivers in accidents are different.16 years old drivers

accidents persent are higher than 17,18 and 19 years old drivers accidents.
Comments:
Student disagrees and includes some indication of process by comparing the number of drivers but
not a percentage.
P-5
Page 6 of 22
Item Stem:
Student Response:
I disagree with Kelly.Although 16-year-olds have the least number of accidents,
the number of licensed drivers is also the least. After calculating the
percentage, the result will show that 16-year-olds have the highest percentage
of accidents.
Comments:
Student disagrees with Kelly and presents partial evidence to justify the conclusion by mentioning
calculating the percentage.
P-6
Page 7 of 22
Item Stem:
Student Response:
I agree with kelly because teenage drivers at the age of sixteen have less
accidents then when they are seventeen, eightteen, or nineteen.
Comments:
Student agrees with Kelly and does not present appropriate reasoning for support.
P-7
Page 8 of 22
Item Stem:
Student Response:
i do not agree with kelly. 1578000 subtracted by 580000 is 998000
Comments:
Student disagrees with Kelly. Evidence presented does not demonstrate student competence in
reasoning.
P-8
Page 9 of 22
Item Stem:
Student Response:
No,because there some people who have to be 17 years old to get the license.
Also the student wouldnt be listening to the road or what they going to be a car
crash.
Comments:
Student demonstrates merely an acquaintance with the topic.
P-9
Page 10 of 22
Check Set
Title: Teen Driving Restrictions
Item ID: 21560
Page 11 of 22
Item Stem:
Student Response:
Rate accidents per licenses :
16 year old: 0.37 accidents per license
I disagree because the 16 year olds have the highst rate of accidents per issud
license.
C-1
Page 12 of 22
Item Stem:
Student Response:
I agree with Kelly, the safest drivers are the 16-years-olds because is their
first time driving and they're more careful when they're driving. The
mathematic porblem that I did to reach this conclusion was a estimate.
C-2
Page 13 of 22
Item Stem:
Student Response:
I do not agree with Kelly. About 1.6 million 16 year olds get a drivers license,
but about more than one third of those drivers get in accidents. As for the
other ages shown, less than one third of then get into accidents.
C-3
Page 14 of 22
Item Stem:
Student Response:
agree because the 16 years old are new to driving so the do becarful when
they are driving , and most of the time their parents or and adult is with them
in the car when they are driving.
C-4
Page 15 of 22
Item Stem:
Student Response:
I disagree with Kelly. If we look at the number of licensed drives taken by 16
years old, they have 1,578,000 licensed, while 19 years old have 2,653,000
licenses. Compare these two you can see, the licenses taken by the 19 years old
are about 1000000 more. But if we look at the number of accidents the
differences between the two are only about 1000. The percentage betweeb the
number of licensed and the number of accidents by the 16 years old driver are 36
percent. On the other hand the percentage of the 19 years old driver are only 25
percent.
C-5
Page 16 of 22
Item Stem:
Student Response:
16 years 2.7
17 years old 3.1
18 years old 3.4
19 years old 3.9
i agree with her because the rate of accident of the 16 year olds is 2.7
C-6
Page 17 of 22
Item Stem:
Student Response:
to find out how big the procentage of the acsident is in each age group we can
find out if the 16 year old driver are the safest.
16: 580,000/1,578,000=0.37=37%
17: 702,000/2,195,000=0.32=32%
18: 710,000/2,432,000=0.29=29%
19: 670,000/2,653,000=0.25=25%
I disagree, in my mathmatical solution i see that the 16 year old driver are
the most unsafe drivers, the biggest prosentage of the drivers are in
acsidents.
C-7
Page 18 of 22
Item Stem:
Student Response:
I do agree with kelly because in Table 3 it shows the number of accidents per
age.
C-8
Page 19 of 22
Item Stem:
Student Response:
36.755% of car accidents for 16-years-old
I disagree with Kelly's claim that the safest teenage drivers are the 16-year-olds.
When I calculate the percentage of each age of driver, the most safest teenage
drivers are the 19-year-olds. The percentage of car accidents to the number of
licensed drivers for a 16-year-olds is 36.755% and the older the person is, the
percentage goes down. 17-year olds has a percentage of 31.982%, and 18-
years-olds has 29.194% of car accidents at that age. The saftest teenage drivers
are the 19-years-olds with the percentage of 25.254% car accidents. With the
support of the data, the older the driver is, the less chance of getting in a car
accident.
C-9
Page 20 of 22
Grade 4
Animal Jumping
(25665)
This document contains materials that are copyrighted by the Regents of the University of California, the California Department of
Education and/or independent publishers. Do not post publicly and do not reproduce for commercial purposes. 1
Task Stimulus
Animal Jumping
25665 (Question 4)
Metadata Table
Grade 4 Task Title Animal Jumping
Claim 3: Communicating Reasoning – Students can clearly and precisely construct viable arguments to
support their own reasoning and to critique the reasoning of others.
Target E: Distinguish correct logic or reasoning from that which is flawed and, if there is a flaw in the
argument, explain what it is.
Content Domain(s): Measurement and Data,
Item ID 25665 Calculator No
Score Maximum Points 1
Item Stem
Dependent Item 25562
Prep Set
Title: Animal Jumping
Item ID: 25665
Dependent on Item 25662
Page 1 of
This document contains materials that are copyrighted by the Regents of the University of California, the California Department of 14
Claim 3: Communicating Reasoning – Students can clearly and precisely construct viable
Target E: Distinguish correct logic or reasoning from that which is flawed and, if there is a flaw in
the argument, explain what it is.
Score 1 Maximum Points 1
Item Stem:
Student Response:
Response to dependent item 25662 Response to item 25665
Jeff is right because a squirrel jump 8feet and

rabbit jump 6 feet
Comments:
1 point: Based on dependent values of 8 and 6, student makes valid comparison in like units.
P-1
Item Stem:
Student Response:
Jeff is wrong because the rabbit jumped

72inches and the squirrel jumped 64 inches.
Marisol is right.
Comments:
1 point: The student has the correct values and makes a valid comparison.
P-2
Item Stem:
Student Response:
THE RABBIT JUMPS 1 FOOT. THE SQUIRREL JUMPS

8 INCHES SO JEFF IS CORRECT.
Comments:
0 points: The units of measure are mixed. NOTE: The unit of measure is to be the same – feet with
feet, inches with inches.
P-3
Item Stem:
Student Response:
Jeff is correct because the rabbit jumps 1 foot
Comments:
0 points: The student makes an invalid statement and provides no comparison.
P-4
Item Stem:
Student Response:
Marisol is correct because a squirrel jump0s the

shortes then the rabbit.
Comments:
0 points: The student makes a correct statement but does not provide a valid supporting
mathematical comparison of the lengths that both animals jumped.
P-5
Check Set
Title: Animal Jumping
Item ID: 25665
Dependent on Item 25662
Item Stem:
Student Response:
Jeff is correct because the rabbit jumps 6 times and

the squirrel jumps 8 times so Jeff is correct.
C-1
Item Stem:
Student Response:
Marisol is right and Jeff is wrong. Jeff is wrong

because I timesed 6 and 12 together so for the
rabbit I got 72 inches. Marisol is wright because the
squirrel is 64 inches which is less than 72 inches.
C-2
Item Stem:
Student Response:
JEFF IS RIHGT CAUSE THE RABBIT JUMPS 6 FEET AND

THE SQUIRREL JUMPS 8 FEET
C-3
Item Stem:
Student Response:
Jeff is correct because the rabbit only jumps 6

inches.
C-4
Item Stem:
Student Response:
Marisol is correct because it says the rabbit’s body

lenth is 1 foot and there other one say’s that can
jump this many times it’s body length so, 1 foot and
6 times = 6 feet. The squirrel only jumped 64 inches
and 64 inches is equal to 5 feet 4 inches.so then the
rabbit jumped farther.
C-5
Mathematics Performance Task #3:
Grade 8
Baseball Tickets
(12895)
1
Education and/or independent publishers. Do not post publicly and do not reproduce for commercial purposes.
Baseball Tickets – Grade 8
Task Stimulus
You are writing an article for your school newspaper about your local professional
baseball team. Season tickets for the team go on sale next week and you have been
assigned to write an article to help fans determine whether they should buy season
tickets or single-game tickets, based on their expected attendance at the games this
season.
Buying a season ticket allows you to attend all 81 home games for a single price.
Without a season ticket, you have to pay for every single game that you attend.
The table shows different price options.
In this task you will answer six questions about the ticket prices options and recommend
which is best for your local baseball fans.
2
Baseball Tickets- Grade 8
Items
3
4
5
Baseball Tickets
12895 (Question 6)
6
7

If the fan wants main box tickets, I would recommend buying season tickets. If the
fan wants bleachers or left field reserve tickets, I would recommend buying single-
game tickets.
For 67 games, it is cheaper / less expensive for the average fan to buy season tickets in
the main box (s>=65 for season tickets), but cheaper /less expensive to buy single-game
tickets in the bleachers (s>=68 for season tickets) and left field reserve (s>=69 for season
tickets). The least number of tickets needed for season tickets to be the best option is
higher for bleachers and left field reserve.
8
Prep Set
Title: Baseball Tickets
Item ID: 12895
Dependent on Items 12891, 12893, 16217, and 12894
9
Grade 8 Task Title Baseball Tickets
Target A - Base arguments on concrete referents such as objects, drawings, diagrams, and
actions.
Content Domains: Statistics and Probability
Item Stem:
Student Response:
Response to dependent item 12891 (Question 2)
P-1
10
Response to item 12895
Comments:
P-1
11
actions.
Item Stem:
Student Response:
P-2
12
Comments:
P-2
13
actions.
Item Stem:
Student Response:
P-3
14
Comments:
P-3
15
actions.
Item Stem:
Student Response:
P-4
16
Comments:
P-4
17
actions.
Item Stem:
Student Response:
P-5
18
Comments:
P-5
19
actions.
Item Stem:
Student Response:
P-6
20
Comments:
P-6
21
Check Set
Title: Baseball Tickets
Item ID: 12895
Dependent on Items 12891, 12893, 16217, and 12894
22
actions.
Item Stem:
Student Response:
C-1
23
C-1
24
actions.
Item Stem:
Student Response:
C-2
25
C-2
26
actions.
Item Stem:
Student Response:
C-3
27
C-3
28
actions.
Item Stem:
Student Response:
C-4
29
C-4
30
actions.
Item Stem:
Student Response:
C-5
31
C-5
32
actions.
Item Stem:
Student Response:
C-6
33
C-6
34
Grade 6
Cell Phone Plan
(13313)
1
Education and/or independent publishers. Do not post publicly and do not reproduce for commercial purposes
Task Stimulus
2
Cell Phone Plan – Grade 6
Items
3
4
5
Cell Phone Plan
13313 (Question 6)
6
7
8
9
10
Prep Set
Title: Cell Phone Plan
Item ID: 13313
11
Grade 6 Task Title Cell Phone Plan
Claim 3: Communicating Reasoning - Students can clearly and precisely construct viable
Target A: Test propositions or conjectures with specific examples.
Content Domain(s): Number and Operations in Base Ten, Ratios and Proportional Relationships
Item Stem:
Student Response:
Based on your 5 month data usage chart, I think that Plan B would be the best for you. I think this
because, there has only been one month where you went over 900 minutes of talk and I think it
will be less expensive than the one you have now, Plan C. My decision is based on your 5 month
usage because it shows how many how many minutes you use per month not by day so it is
easier to find out which is a better plan via the phone company(their chart is per month not per
day). Also for the Text and Photo plan based on my calculations I think we should stick to the
unlimited amount of texting and talking plan because if I multiply your first months texts by the fee
for the basic plan, I get $162.00 which is a lot more money then the $20.00 you have to pay for on
the unlimited plan.
Comments:
P-1
12
Item Stem:
Student Response:
My decision is based on the data for 5 months of useage.The data I selected is better for this
analysis because it makes more sense since the talk plans are per month not per day. Talk plan B
will be the least expensive because since my friend talked 410 minutes all together on month 5,
she dosen't need to pay the overuse fee since plan B gives her enough minutes. The only month
where she would have to pay the overuse fee is month 1. And the unlimited test and photo plan
will be the least expensive because since my friend texts alot it will be better if she can text all she
wants for just 20.00. If she got the basic plan she will have to pay 0.20 per text and 0.30 per
photo for all the great amount of photos and texts she sent.
Comments:
P-2
13
Item Stem:
Student Response:
The least expensive talk plan for her to use would be plan c and the least expensive photo and
text plan that she could use would be the unlimited text and photo plan according to all the
months. Those plans would be the easiest for her to use with the others she would be having to
pay an overuse fee every month. My decision of choosing the 5 month of usage is because it tells
you how much she sent in a month and you don't have to do an estimate for the other days like
you have to do on the daily 5 day usage data. It's just easier for me to see what she actually sent
like I said before on the top to instead of adding and multiplying more things together the actual
amount of what she sent and then having to add 25 or 26 days to that in other words it's faster
(unless I'm doing it wrong, of course). She sent about 1350 texts in the 5th month and and she
sent 222 photos as well. She would be spending about 336.60 dollars on her photos and text
messages all together every month with the basic plan and with the others she would only be
paying 99.99 dollars a month, 236.61 dollars less!
Comments:
P-3 14
Item Stem:
Student Response:
I would recommond Plan B for Talk plans, because its all around 900 minutes a month. For text
and phot, I would recommand Unlimited, because it used a lot. I chose the month. Its because its
easier and more accurate. The talk and photo calculations are the average, which is
810+1170+1140+625+1350/5=1019 texts and the photo is 270+335+150+175+222/5=230.4,
and its a lot for basic plan, so its umlimited text and photo.
Comments:
P-4
15
Item Stem:
Student Response:
I think that they should pick plan C and the unlimited text plan because they called a lot and the
numbe rof texts were high.My decision is based on the 5 months of usage because they have
more information for how long they talked and text.This is why they should pick plan C and
unlimited text
Comments:
P-5
16
Item Stem:
Student Response:
The plan B with the unlimited text and photos would be the least expensive compared to the
second least expensive which was plan C. My decision was based on the 5 month data table.
The 5 month data table is better for making this decision because you get more information on
how
many minutes this person should have and which data plan would best fit there needs for a
longer amout of time.
Comments:
P-6
17
Item Stem:
Student Response:
With the research I have done to get you the best plan ever for you you should use C which is
$79.99 dollars for the talk because the highest you got was 998 minutes and some months you
might go over your 998 minutes so to be on the save side I would have you get plan C for talk.
For the text and photo plan I would put you with the unlimited plan because you would not want
to pay the other plan that you have so the total that you would have to pay per month all
together is 100.00 per month.
Comments:
P-7
18
Item Stem:
Student Response:
I think you should use the monthly chart because all of the plans are per a month. Like i said
before is if you use the unlimited plan you won't go over by acsedent and you might even go
over
the amount of the unlimited plan.
Comments:
P-8
19
Item Stem:
Student Response:
You should get plan c and unlimited text and photo that is just 20 dollars so if you addup plan c
with unlimited text and photo it will make 90$ and yucantext and take photo asmuch as you
want.
Comments:
P-9
20
Item Stem:
Student Response:
I will rather get plan b: because it is cheap and it cost less i can send 470 minute i can call and
can send more the 40 messages .
Comments:
P-10
21
Item Stem:
Student Response:
well monthly would be better because all you are doing is paying the same amount but
you have the plan for a longer time.before you had it for 5 days only now for 30 days you
just multipile by 6
Comments:
P-11
22
Item Stem:
Student Response:
plan a will be the cheepest because it is 450 min for 39.99 plus tax
Comments:
P-12
23
Check Set
Title: Cell Phone Plan
Item ID: 13313
24
Item Stem:
Student Response:
I would recomend Plan B. This plan is the most accurate and least exspensive plan to get. The
total per month payed in Plan B is 333.91 dollars, compared to Plan A, which is a total of 622.51
dollars per month, Plan C, which is a total of 353.91 dollars per month, and Unlimited, which is a
total of 373.91 per month. This decision is based on the data of 5 months. This is more accurate
because it is data over a longer amount of time.
C-1
25
Item Stem:
Student Response:
I would say plan A because it shows it is less expensive and has just enough minutes so she can
talk and text whenever she wants. She also will not have a over due pay fee.
My decision is based on the five month of usage because it shorter and it shows that it is a longer
range in which you can organize your data, for how many times you either text, or call or take
pictures.
The data is better for its analysis because it has a longer time period than just five days.
The five month plan is better because you can talk longer, text longer, and take pictures for a
long period of time. So I will support my answer to show that the five month plan is better than
thefive day plan
C-2
26
Item Stem:
Student Response:
Plan C will be the best one and unlimited text because you can have a lot of minutes for calling
and unlimited text and photos, based on daily data you will have good daily minute for talking
and for texting you can text as much as you want. My decision was also based on the montly
data because for talking you will have 1400 minutes for month even when in the montly data you
usally need 998 so you will have more in case you need to talk more, the montly data is better for
this calculation because the montly data is exactly for how much your paying cause your paying
montly not daily, so thats how you comprove how many minutes and texts you will need.
C-3
27
Item Stem:
Student Response:
month 4 because they all add up to be the least.
C-4
28
Item Stem:
Student Response:
the plane that is gone be the list expensive is gone on both the unlimeted one because other
wise
it cud be very very very expensive it cud go up to a 1000 $ and that is very expensive for a
phone.
My is base one ther 5 monthe because when you look at the 5 days one it does not give you
anought information because you have 30 days in a monthe and it tchange every day so it is not
anought infor mation to now what plane to shose.
so my conclusion is that she shud use the unlimeted one because other ways it will be to
expensive and a think that you always need to do is look at all the dada you have and if you tink
you don't have anougt dada then you sud weit to have more dada but never think fast and
think
you did the right desision because ussally the one that think more and longer is right
C-5
29
Item Stem:
Student Response:
I would choose the 5 month because its probly more accurate data to use becuse the time is
longer so there is more information. Like in the 5 day data there is only 5 days, but in the 5 months
there like 30 dyas in each month so you have over 150 days. So you get to see how much my
firend is really using the phone to call and text and take photots.
So the Plan B and the unlimited text is best for my firend. The most minutes talked in a month was
998, but all the other months are less than 900, which is what you get with plan B. So maybe you
go over one month, but the rest of the time you are under 900. And the next plan is plan C, but
you pay $20 more each month which is too much extra to pay for the minutes you go over that
one month.
The unlimitedtext and photo is the best plan because the least month of texts is 625 and on the
basic plan that would cost $125 for justthe texting. The unlimited is only $20 a month, which is like
$100 less per month.
C-6
30
Item Stem:
Student Response:
THE LEAT EXPENSIVE IS THE CALLING ONE. THE 5 MOUTHES. I PICKED THAT BECAUSE THE
OTHER ONES ARE MORE EXPENSIVE.
C-7
31
Item Stem:
Student Response:
they should get plan B and unlimited because the person texts and takes pictures alot so
unlimited text and photo is good to get and plan B is good choose too because the friend only
talks only around 900 range and the first month the friend went over by 98 minutes but the rest of
the monthes they went down so thats a good plan.
C-8
32
Item Stem:
Student Response:
I think my friend should het plan c because she doesn’t use much calls and if she picks another
plan the company would charge her more because the biggest call was on day 1 which was
998 and if she would have had gotten a or b they would of charged her more cus she past the
min.
C-9
33
Item Stem:
Student Response:
The first thing i'll recommend her for her text/photo plan will be basic plan because thats not
expensive and because i think that would be the best plan for her beause for text its only
going to be 0.20 cents per month and for photos its only going to be 0.30 $per month and
thats not
expensive.
My decision is to base it in 5 days of usage because what about if the phone or the plan didn't
work at all i would have to do the right thing and give her moneny back or else i would tell her
to get a new plan. I selected this plan because i think that this i a good plan and because i
think that there's no other better plan than this plan i choosed and because this is not
expensive
C-10
34
2016–17 Interim Assessment
Blocks Overview
The Smarter Balanced Assessment System has three major components: end-of-year summative
assessments designed for accountability purposes, interim assessments designed to support
teaching and learning throughout the year, and a suite of tools and resources in the Digital Library that
support classroom-based formative assessment practices.
Interim assessments can serve a variety of educator needs. To better support the variety of possible
uses consistent with your state educational agency policies, local districts may establish the
timeframe, administration policies, and scoring practices for interim assessments. The interim
assessments also include all of the accessibility resources that are available in the summative
assessment to provide accurate results for all students.
Features of Interim Assessments

• Flexible administration options that better support local purposes
• High quality items that are placed on the same scale as the summative assessment and
include the full array of accessibility resources that are available on the end-of-year summative
assessment
• May be used to measure students’ knowledge and skills in grade levels other than their
enrolled grades
• A rigorous item bank that:

o Covers the range of Depth of Knowledge described in the Common Core State Standards
(CCSS)
o Is non-secure1 so that educators may access the test questions and their students’
responses to the questions as part of educators’ instructional process to address students'
relative strengths and needs for improvement
Two Types of Interim Assessments

Interim Comprehensive Assessments (ICAs) are assessments that measure the same content as
the summative assessment. Therefore, the ICAs may be helpful for purposes such as determining the
knowledge and skills of students who are new to the district or the state, enrolled in non-tested grades
(e.g. grades 9 and 10) and providing interim information after a significant period of instruction.
Interim Assessment Blocks (IABs) are assessments teachers can use throughout the school year
to focus on more focused sets of related concepts in mathematics and English language arts (ELA).
Since the IABs are more granular than the ICA, educators may be better able to administer the
assessments during the school year in a manner more consistent with the sequence of their curricula.
1
The interim assessments are considered non-secure and non-public. This designation provides educators the flexibility to access the
questions and their students' responses to the questions. Preventing the interims from being posted publicly also allows educators to use
the interim assessments as a standardized assessment if they choose to do so.
SmarterBalanced.org
What’s New?
Over the past year, educators from across the country submitted feedback regarding how to improve the
assessments. Based on these recommendations, the 2016–17 interim assessments will:
• Include more unique items across the ICA and IABs
• Include more IABs to measure a greater breadth of content
• Include some revised IABs to measure the content with more specificity
The IAB blueprints for the 2016–17 mathematics and ELA IABs are now available for download from the
Smarter Balanced website. The blueprints provide information on the claims and targets assessed within
each block, the types of items, and the Depth of Knowledge for the items.
How have the ELA IABs changed?

• More targeted information: Edit/revise blocks have been separated to create three blocks for
Grades 3–7 and high school. The revised blocks include: revision, editing, and language and
vocabulary use.
• New Items: Each research block is now more robust with the addition of new items. In total, over
200 new items have been added to the interims. The interim blocks available for 2016–17 are
outlined below, with blocks that we have revised or added to noted:
Grades 3-7 Grade 8 High School
Read Literary Texts Read Literary Texts Read Literary Texts
Read Informational Texts Read Informational Texts Read Informational Texts
Brief Writes Brief Writes Brief Writes
Revision* Edit/Revise*** Revision*
Language and Vocabulary Use* Language and Vocabulary Use*
Editing* Editing*
Listen/Interpret Listen/Interpret Listen/Interpret
Research** Research** Research**
Performance Task Performance Task Performance Task
* IAB is new for 2016–17

** IAB includes new items in 2016–17
*** The Edit/Revise IAB for grade 8 will be separated as soon as possible when items are available in the item bank.
SmarterBalanced.org
How have the Mathematics IABs changed?
• More Blocks: Eleven new blocks have been added that measure the following domains: Number
and Operations in Base Ten, Measurement and Data, Geometry, Operations and Algebraic
Thinking, The Number System, Statistics and Probability, and Expressions and Equations.
• New Items: In total, 186 new items have been added to the interims. The interim blocks available
for 2016–17 are outlined below, with new or revised blocks noted:
Grade 3 Grade 4 Grade 5

Operations and Algebraic Thinking** Operations and Algebraic Thinking** Operations and Algebraic Thinking*
Number and Operations – Fractions** Number and Operations – Fractions** Number and Operations – Fractions**
Measurement and Data Measurement and Data* Measurement and Data**
Number and Operations in Base Ten* Number and Operations in Base Ten Number and Operations in Base Ten
Geometry* Geometry*
Mathematics Performance Task Mathematics Performance Task Mathematics Performance Task
Grade 6 Grade 7 Grade 8

Ratios and Proportional Relationships Ratio and Proportional Relationships** Expressions & Equations I**
Expressions & Equations II
The Number System* The Number System**
(with Prob/Stat)*
Expressions and Equations** Expressions and Equations** Functions**
Geometry** Geometry* Geometry**
Statistics and Probability* Statistics and Probability*
Mathematics Performance Task Mathematics Performance Task Mathematics Performance Task
High School
Algebra and Functions I - Linear Functions, Equations, and Inequalities**
Algebra and Functions II - Quadratic Functions, Equations, and Inequalities**
Geometry and Right Triangle Trigonometry**
Statistics and Probability*
Mathematics Performance Task
* IAB is new for 2016–17

** IAB has been revised for 2016–17
SmarterBalanced.org
Smarter Balanced Interim Comprehensive Assessments
Total Number of Items and Hand Scoring Requirements by Subject and Grade
The following table is intended to assist LEA CAASPP coordinators, CAASPP test site coordinators,
and CAASPP test administrators in planning for the administration and local hand scoring of the
Interim Comprehensive Assessments (ICAs). It provides key information, including the total number
of items appearing on each ICA. The total number of items includes both machine scored and hand
scored items for each content area—English language arts (ELA) and mathematics (math). Also
provided in this table are the number of items that require local hand scoring on each part of the
ICA—the computer based test and the performance task.
Total Computer Performance
Performance
Number Based Test Task
Subject Grade Test Name Task
of Items Constructed Constructed
Essay
on ICA Response Response
ELA 3 ELA Interim Test (ICA) 47 3 2 1
ELA HS ELA Interim Test (ICA) 45 3 2 1
Math 3 Math Interim Test (ICA) 35 0 4 0
Math HS Math Interim Test (ICA) 39 1 3 0
California Assessment of Student Performance and Progress Office | caaspp@cde.ca.gov | 916-445-8765

Smarter Balanced Interim Assessment Blocks
Total Number of Items and Hand Scoring Requirements by Grade and Subject
The following tables are intended to assist LEA CAASPP coordinators, CAASPP test site
coordinators, and CAASPP test administrators in planning for the administration and local hand
scoring of the Interim Assessment Blocks (IABs). Each table provides key information, including the
total number of items on each IAB. The total number of items includes both machine scored and hand
scored items for each content area—English language arts (ELA) and mathematics (math). Also
provided in each table is the number of constructed response and essay items on each IAB that
require local hand scoring.
Total Number IAB
Subject Grade IAB Name of Items on Constructed IAB Essay
IAB Response
ELA 3 Read Literary Texts 15 1 0
ELA 3 Read Informational Texts 16 1 0
ELA 3 Brief Writes 6 6 0
ELA 3 Revision 15 0 0
ELA 3 Language and Vocabulary Use 15 0 0
ELA 3 Editing 15 0 0
ELA 3 Listen/Interpret 15 0 0
ELA 3 Research 18 0 0
ELA 3 Opinion Performance Task 4 2 1
Math 3 Operations and Algebraic Thinking 15 0 0
Math 3 Number and Operations—Fractions 14 0 0
Math 3 Measurement and Data 15 0 0
Math 3 Number and Operations in Base Ten 15 0 0
Math 3 Mathematics Performance Task 6 4 0

IAB
Total Number
Subject Grade Assessment Block Title Constructed IAB Essay
of IAB Items
Response
ELA 4 Narrative Performance Task 4 2 1
Math 4 Numbers and Operations in Base Ten 15 0 0
Math 4 Geometry 11 0 0

IAB
Total Number
of IAB Items
Response
ELA 5 Narrative Performance Task 6 2 1
Math 5 Number and Operations in Base Ten 15 0 0

IAB
Total Number
of IAB Items
Response
ELA 6 Argumentative Performance Task 3 2 1
Math 6 Ratios and Proportional Relationships 13 0 0
Math 6 The Number System 15 0 0
Math 6 Expressions and Equations 16 0 0
Math 6 Statistics and Probability 13 0 0

IAB
Total Number
of IAB Items
Response
ELA 7 Explanatory Performance Task 4 2 1
Math 7 Ratios and Proportional Relationships 13 0 0
Math 7 The Number System 14 0 0
Math 7 Expressions and Equations 15 0 0
Math 7 Statistics and Probability 15 0 0

IAB
Total Number
of IAB Items
Response
ELA 8 Edit/Revise 14 0 0
ELA 8 Explanatory Performance Task 4 2 1
Math 8 Expressions and Equations I 14 0 0
Math 8 Expressions and Equations II 13 0 0
Math 8 Functions 15 0 0

IAB
Total Number
of IAB Items
Response
ELA HS Read Literary Texts 16 1 0
ELA HS Read Informational Texts 15 1 0
ELA HS Brief Writes 6 6 0
ELA HS Revision 15 0 0
ELA HS Language and Vocabulary Use 15 0 0
ELA HS Editing 15 0 0
ELA HS Listen/Interpret 15 0 0
ELA HS Research 18 0 0
ELA HS Explanatory Performance Task 3 2 1
Math HS Algebra and Functions I 15 0 0
Math HS Algebra and Functions II 15 0 0
Math HS Geometry and Right Triangle 15 0 0

Trigonometry
Math HS Statistics and Probability 12 0 0
Math HS Mathematics Performance Task 6 4 0

General Scoring Rubrics
Mathematics
Smarter Balanced Mathematics General Rubric for 4-Point Items
Score Description
The student has demonstrated a full and complete understanding of the
mathematical content and practices essential to this task. The student has
addressed the task in a mathematically sound manner. The response contains
4 evidence of the student’s competence in problem solving, reasoning, and/or
modeling to the full extent that these processes apply to the specified task. The
response may, however, contain minor flaws that do not detract from a
demonstration of full understanding.
The student has demonstrated a reasonable understanding of the mathematical

content and practices essential to this task. The student has addressed most of the
task in a mathematically sound manner. The response contains sufficient evidence
of the student’s competence in problem solving, reasoning, and/or modeling, but not
3 enough evidence to demonstrate a full understanding of the processes he or she
applies to the specified task. The response may contain errors that can be attributed
to misinterpretation of the prompt; errors attributed to insufficient, non-mathematical
knowledge; and errors attributed to careless execution of mathematical processes or
algorithms.
The student has demonstrated a partial understanding of the mathematical content

and practices essential to this task. The student’s response contains some of the
attributes of an appropriate response but lacks convincing evidence that the student
fully comprehends the essential mathematical ideas addressed by this task. Such
2
deficits include evidence of insufficient mathematical knowledge; errors in
fundamental mathematical procedures; and other omissions or irregularities that
bring into question the student’s competence in problem solving, reasoning, and/or
modeling as applied to the specified task.
The student has demonstrated a limited understanding of the mathematical content

and practices essential to this task. The student’s response is incomplete and
exhibits many errors. Although the student’s response has addressed at least one of
1
the conditions of the task, the student reached an inadequate conclusion and/or
demonstrated problem solving, reasoning, and/or modeling that was faulty or
incomplete as related to the specified task.
The student has demonstrated merely an acquaintance with the topic, or provided a
completely incorrect or uninterpretable response. The student’s response may be
associated with the task, but contains few attributes of an appropriate response.
0 There are significant omissions or irregularities that indicate a lack of comprehension
in regard to the mathematical content and practices essential to this task. No
evidence is present that demonstrates the student’s competence in problem solving,
reasoning, and/or modeling related to the specified task.
Smarter Balanced Mathematics General Scoring Rubrics 1

Mathematics
Score Description
The student has demonstrated a full and complete understanding of all
modeling to the full extent that these processes relate to the specified task. The
The student has demonstrated a reasonable understanding of the mathematical

content and practices essential to this task. The student has addressed most of the
task in a mathematically sound manner. The response contains sufficient evidence
of the student’s competence in problem solving, reasoning, and/or modeling, but not
2 enough evidence to demonstrate a full understanding of the processes he or she
applies to the specified task. The response may contain errors that can be attributed
to misinterpretation of the prompt; errors attributed to insufficient, non-mathematical
knowledge; and errors attributed to careless execution of mathematical processes or
algorithms.

1
modeling related to the specified task.

Mathematics

Score Description

1
modeling related to the specified task.

Score Description

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Teen Driving Restrictions: Question 2 (21560)

Grade 11 Task Title Teen Driving Restrictions

Exemplar Student Response

The percent of drivers in accidents are different.16 years old drivers

Dependent Item 25562

Exemplar Student Response

Jeff is right because a squirrel jump 8feet and

Jeff is wrong because the rabbit jumped

THE RABBIT JUMPS 1 FOOT. THE SQUIRREL JUMPS

Jeff is correct because the rabbit jumps 1 foot

Marisol is correct because a squirrel jump0s the

Jeff is correct because the rabbit jumps 6 times and

Marisol is right and Jeff is wrong. Jeff is wrong

JEFF IS RIHGT CAUSE THE RABBIT JUMPS 6 FEET AND

Jeff is correct because the rabbit only jumps 6

Marisol is correct because it says the rabbit’s body

Exemplar Student Response

Response to dependent item 12893 (Question 3)

Response to dependent item 16217 (Question 4)

Response to item 12895

Response to dependent item 12893 (Question 3)

Response to dependent item 16217 (Question 4)

Response to item 12895

Response to dependent item 12893 (Question 3)

Response to dependent item 16217 (Question 4)

Response to item 12895

Response to dependent item 12893 (Question 3)

Response to dependent item 16217 (Question 4)

Response to item 12895

Response to dependent item 12893 (Question 3)

Response to dependent item 16217 (Question 4)

Response to item 12895

Response to dependent item 12893 (Question 3)

Response to dependent item 16217 (Question 4)

Response to item 12895

Response to dependent item 12893 (Question 3)

Response to dependent item 16217 (Question 4)

Response to item 12895

Response to dependent item 12893 (Question 3)

Response to dependent item 16217 (Question 4)

Response to item 12895

Response to dependent item 12893 (Question 3)

Response to dependent item 16217 (Question 4)

Response to item 12895

Response to dependent item 12893 (Question 3)

Response to dependent item 16217 (Question 4)

Response to item 12895

Response to dependent item 12893 (Question 3)

Response to dependent item 16217 (Question 4)

Response to item 12895

Response to dependent item 12893 (Question 3)

Response to dependent item 16217 (Question 4)

Response to item 12895

Features of Interim Assessments

• A rigorous item bank that:

Two Types of Interim Assessments

How have the ELA IABs changed?

Grades 3-7 Grade 8 High School

Read Literary Texts Read Literary Texts Read Literary Texts

Read Informational Texts Read Informational Texts Read Informational Texts

Brief Writes Brief Writes Brief Writes

Revision* Edit/Revise*** Revision*

Language and Vocabulary Use* Language and Vocabulary Use*

Research Research Research**