INTERPRETIVE GUIDE FOR ENGLISH
LANGUAGE ARTS/LITERACY AND
MATHEMATICS ASSESSMENTS
November 13, 2023
INTERPRETIVE GUIDE FOR ENGLISH LANGUAGE ARTS/LITERACY AND MATHEMATICS | NOVEMBER 13, 2023
TABLE OF CONTENTS
PURPOSE OF THE SMARTER BALANCED INTERPRETIVE GUIDE 1
OVERVIEW OF THE SMARTER BALANCED ASSESSMENT SYSTEM 1
Summative Assessments 2
Interim Assessments 2
TYPES OF INTERIM ASSESSMENTS 3
ADMINISTRATION OF THE INTERIM ASSESSMENTS 4
Standardized 4
Non-Standardized 4
UNDERSTANDING SMARTER BALANCED ASSESSMENT REPORTING RESULTS 6
Group-Level Results 7
The Smarter Reporting System allows teachers to view summative and interim test results for students to
which they are assigned. This is typically students in the teacher’s classes. School and district users may
view results for all students in the school and/or district to which they have been granted permission to
access. The reporting system allows teachers to create new customized groups to display results by
demographic category and program status (e.g., IEP, EL) within a school. 7
Student-Level Results 7
Item-Level Results 7
SCALE SCORES AND ERROR BAND 7
Student-Level Information 7
Scale Scores 7
Error Band 8
Group-Level Information 8
Average Scale Scores and Standard Error of the Mean 8
REPORTING OVERALL PERFORMANCE ON SMARTER BALANCED ASSESSMENTS 9
Interim Assessment Blocks 9
Summative Assessments and Interim Comprehensive Assessments 10
Claim Scores 12
Target Reports (Summative Only) 12
GUIDELINES FOR APPROPRIATE USE OF TEST RESULTS 14
INTERPRETIVE GUIDE FOR ENGLISH LANGUAGE ARTS/LITERACY AND MATHEMATICS | NOVEMBER 13, 2023
Tests Results are Not Perfect Measures of Student Performance 14
Use the Entire Assessment in Combination with Other Indicators 16
Validity of Results Depends on Appropriate Interpretation and Use 16
Manner of Administration Impacts the Use of Results 16
THE IAB DASHBOARD: A QUICK VIEW OF OVERALL GROUP-LEVEL RESULTS 17
EXAMPLE OF AN IAB IMPLEMENTATION: END-OF-UNIT ASSESSMENT 17
Group-Level Analysis 18
Group Item-Level Analysis 19
STUDENT-LEVEL ANALYSIS 20
Claims, Targets, Domain, and Standards 23
Depth of Knowledge 23
Item Difficulty 23
Key and Distractor Analysis 25
Writing Trait Score Report 27
USING INTERIM RESULTS TO INFORM NEXT STEPS FOR INSTRUCTION 29
SMARTER BALANCED TOOLS FOR TEACHERS 30
Tools for Teachers Interim Connections Playlists (ICPs) 30
GLOSSARY OF TERMS 32
APPENDIX A: RESOURCES TO SUPPORT THE USE OF INTERIM ASSESSMENTS 35
Test Blueprints 35
Sample Use of the IAB Blueprints 36
APPENDIX B: A PARENT AND STUDENT GUIDE TO UNDERSTANDING THE INDIVIDUAL STUDENT
REPORTS 39
What Are the Interim Assessment Blocks (IABs and Fiabs)? 39
What Do the Interim Assessment Block Scores Mean? 39
What Are the Interim Comprehensive Assessments (ICAs)? 39
What Do the Interim Comprehensive Assessment Scores Mean? 39
What Are the Summative Assessments? 39
Summative Assessment Results 40
How Accurate Are the Assessment Results? 40
One Measure of a Student’s Success 40
SAMPLE IAB INDIVIDUAL STUDENT REPORT 41
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PURPOSE OF THE SMARTER BALANCED INTERPRETIVE
GUIDE
The Smarter Balanced Interpretive Guide for English Language Arts/Literacy (ELA) and Mathematics is designed to
help educators, parents, and other stakeholders interpret and explain Smarter Balanced interim and summative
assessment results. This guide provides guidance to consider when analyzing summative assessment data for use
in accountability purposes and analyzing interim assessment data for use in making decisions about classroom
instruction.
This interpretive guide includes reports available in the Smarter Reporting System, however, the guidance may be
applied to similar reports in a customized version of this reporting system, or a different reporting system. The
names of the reporting elements in a customized version or different reporting system may be different that those
described in this document.
Appendix A provides a list of helpful resources that support the use of interim assessments. Appendix B provides
guidance on the Individual Student Reports (ISR) for use in student and parent discussions.
OVERVIEW OF THE SMARTER BALANCED ASSESSMENT
SYSTEM
The Smarter Balanced assessment system is a valid, fair, and reliable approach to student assessment that
provides meaningful results with actionable data for educators, students, and parents to help students succeed.
The system is aligned to the Common Core State Standards ELA and mathematics and consists of three major
components— summative assessments, interim assessments, and Tools for Teachers—all designed to improve
teaching and learning. If your state uses the Smarter Balanced summative assessment, it is likely that you have
access to the interim assessments and Tools for Teachers as well. If there is any question about access, your State
Education Agency (SEA) representative can share your state’s policy regarding these offerings.
The summative assessments are administered by states, as an accountability measure, at the end of the year to
determine students’ progress toward college and career readiness in ELA and mathematics. In contrast, interim
assessments are administered throughout the year in support of the formative assessment process.
All Smarter Balanced test items for the summative and interim assessments are developed using the ELA and
mathematics performance tasks and item specifications and the same item writing, review, and field-testing
processes. Smarter Balanced assessment items are developed through collaboration with K-12 educators and
higher education faculty. Items on interim assessments are selected from the same pool of items as the
summative assessment items.
Educator involvement in the development of summative, interim, and formative resources is critical. Since 2011,
hundreds of teachers from multiple states have contributed to each step of the development, from writing test
questions to creating the instructional resources.
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Smarter Balanced provides a variety of accessibility resources on assessments to ensure equitable access for
students with diverse accessibility needs and preferences. Additionally, assessment content undergoes bias and
sensitivity reviews to be inclusive and representative of diverse student populations across the Consortium.
SUMMATIVE ASSESSMENTS
The Smarter Balanced summative assessments are available in ELA and mathematics to students in grades 3–8 and
high school. Each content area of the online test consists of a computer adaptive test (CAT) as well as a
performance task (PT). Summative assessments are administered in a standardized manner in accordance with the
policies described in the Online Summative Test Administration Manual available on member’s assessment
portals.
In the 2020-21 school year, members of the Smarter Balanced Assessment Consortium elected to offer the option
for members to use either the full form or an adjusted form summative assessment blueprint. The adjusted CAT
blueprint requires that students respond to fewer items while maintaining the content coverage of the full form
assessment. The primary difference is that the adjusted form does not allow for individual student claim-level
scores to be reported because there are not enough items in each claim to report on them with precision. To learn
about composite scores when using the adjusted blueprint, see HYPERLINK
"https://technicalreports.smarterbalanced.org/scoring_specs/_book/scoringspecs.html#mle-scoring-for-claim-
scores"Technical Reports section 6.1.
INTERIM ASSESSMENTS
The Smarter Balanced interim assessments are available in ELA and mathematics to students in grades 3–8 and
high school. Unlike the Smarter Balanced summative assessments (which are adaptive), the interim assessments
are fixed-form tests, which means that each student has access to the same test questions and the tests do not
adapt according to student responses. Because each student responds to the same test items, teachers may more
easily interpret their students’ performance on a common set of items. Further, teachers can better manage hand
scoring since all students respond to the same constructed-response questions.
Administration of the interim assessments is flexible and can serve a variety of educator and student needs.
Schools and districts may establish timeframes, administration policies, and scoring practices for the interim
assessments, keeping in mind any guidance from their own state department of education. Educators can use the
interim assessments in a standardized manner as an assessment of learning after a period of instruction, or in a
non-standardized manner (e.g., teaching tool, warm-up activity) as an assessment for learning. The interim
assessments also include all the accessibility resources that are available in the summative assessments to provide
accurate results for all students. The interim assessments are powerful resources to improve teaching and learning
for all students.
“Assessment has two fundamental purposes: one is to provide information about student learning minute-by-
minute, day-to-day, and week-to-week so teachers can continuously adapt instruction to meet students’ specific
needs and secure progress. This type of assessment is intended to assist learning and is often referred to as
formative assessment or assessment for learning. A second purpose of assessment is to provide information on
students’ current levels of achievement after a period of learning has occurred. Such assessments – which may be
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classroom-based, districtwide, or statewide – serve a summative purpose and are sometimes referred to as
assessments of learning.”
CALIFORNIA DEPARTMENT OF EDUCATION (2014)
ENGLISH LANGUAGE ARTS/ENGLISH LANGUAGE DEVELOPMENT FRAMEWORK
FOR CALIFORNIA PUBLIC SCHOOLS: KINDERGARTEN THROUGH GRADE TWELVE
The interim assessments are student- and teacher-facing to give educators the flexibility to access the test
questions and their students' responses to the test questions. As a result, the interim assessments are not
appropriate to use for accountability purposes. Otherwise, interim assessments are to be kept secure. They are
not for public use, display, or distribution. Any use, display, or distribution of the interim assessments that
results in access to individuals beyond authorized local education agency staff and students is prohibited. Finally,
interim assessment items must not be copied into third party systems without the permission of Smarter
Balanced.
TYPES OF INTERIM ASSESSMENTS
Smarter Balanced offers three types of interim assessments: Interim Comprehensive Assessments (ICA), Interim
Assessment Blocks (IAB), and Focused Interim Assessment Blocks (FIAB). Figure 1 describes the number of
assessed targets and examples of ICAs, current IABs and FIABs
Figure 1. Interim Assessments at a Glance
The ICAs measure the same content and the same standards as the Smarter Balanced Summative Assessment and
may be used to determine the knowledge and skills of a student after a significant period of instruction. They take
between 3 and 4 hours to administer (like the Smarter Balanced Summative Assessment) and provide information
about student performance overall (achievement levels) and for each claim in ELA and mathematics (three levels
of performance). The ICA includes a performance task in each content area and may require local hand scoring of
some constructed-response items and performance tasks. They may be administered as a standardized or non-
standardized assessment. When administered as a standardized assessment, students can become familiar with
the testing formats, tools, and question types, which makes it easier for them to demonstrate what they know.
IABs focus on specific domains, areas of a claim, or strands (e.g., Measurement and Data, Fractions, Read
Informational Text). They can usually be administered in one class period and include between four and 18 items
depending on grade and content area. IABs provide information about student performance in three categories:
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Above Standard, Near Standard, and Below Standard. They may be administered to students in a manner
consistent with the sequence of the curriculum and as a standardized or non-standardized assessment.
FIABs are designed to measure smaller bundles of content to give teachers a better understanding of students’
knowledge and academic performance and provide teachers with precise next steps for instruction. Like IABs they
can be administered in one class period and provide information about student performance in three categories:
Above Standard, Near Standard, and Below Standard.
Some common features of the ICA, IAB, and FIABs are they contain high-quality items that are placed on the same
scale as the summative assessments and use the full array of accessibility resources and supports available on the
summative assessments. They use the same item types and formats as the summative assessments, and they
include performance tasks. In addition, each interim assessment type is administered online using the same test
delivery system as the summative assessments, but they are fixed-form test rather than computer-adaptive like
the summative assessment. The interim assessments are available in ELA and mathematics and are designed for
grades 3 - 8 and high school, but interim assessments may be administered to students in any grade level.
ADMINISTRATION OF THE INTERIM ASSESSMENTS
The interim assessments can be administered flexibly by teachers to best meet their instructional needs. All
student results will note the manner in which the assessment was administered (standardized/non-standardized).
This information is provided when viewing results in the online reporting system.
STANDARDIZED
Standardized administration means that a student completes the interim assessment individually, following the
procedure for administration used for the summative assessments. For students, the opportunity to become
familiar with the procedure of standardized administration can help them approach the summative assessment
with more confidence. For educators, results from a standardized administration can provide data about what an
individual student knows and can do. Standardized administration affords the opportunity to use comparable data
across classrooms, buildings, and subgroups based on the content assessed. The data can inform decision making
about instructional next steps, professional learning needs, and curriculum gaps.
NON-STANDARDIZED
If the sole need is to inform instruction within a classroom, an educator may elect to administer an interim in a
non-standardized way. Non-standardized administration refers to any administration that is not consistent with
the administration requirements of the summative assessment. Some examples of non-standardized
administration might include (but are not limited to):
• Administering tests while students answer cooperatively in pairs, in small groups, or as a whole class. For
example, as a whole class, a teacher may elect to read each item aloud and use a think aloud strategy or
include some discussion time between test items, and each student completes the assessment individually
with this assisted support.
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• Administering tests individually with modified standardized requirements. For example, provide
scaffolded support to all student questions. Log the questions being asked during test administration to
inform instruction using student misconceptions and barriers during the assessment.
• Administering tests and having students self-assess, or provide peer feedback, on short answer and
extended response questions by having students hand score items.
• Administering tests by providing interim assessment resources and tools other than those approved in the
Usability, Accessibility and Accommodations Guidelines (e.g., use of text to speech, a script, or
multiplication table by a student who does not have an IEP and a documented need for this
accommodation).
Non-standard administration does not necessarily describe the performance of individual students in a
comparable manner; therefore, caution must be used when interpreting classroom results of tests administered in
these ways.
When deciding how to administer an interim assessment, consider the purpose. Is it to be an assessment OF
learning or an assessment FOR learning? For example, using standardized administration at the beginning of a unit
can be used as an assessment FOR learning if the information informs instructional next steps. Using standardized
administration at the end of an instructional unit is an assessment OF learning. Non-standardized administration
can be used in the assessment OF learning, but caution should be used. when interpreting results.
Remember that data from an interim assessment, both standardized and non-standardized administrations are
most useful as an assessment FOR learning. As part of a balanced assessment system, interim assessments are
formative tools to identify students’ learning needs and to guide instructional next steps to move learning
forward. Each Interim Assessment Block, or Focused Interim Assessment Block, has a corresponding Interim
Connections Playlist (ICP) available in Tools for Teachers. The ICP includes a Performance Progress chart that
shows the attributes of Below/Near/Above results for each skill assessed. The ICP also includes links to
Instructional Resources that have been written and vetted by teachers to use for targeted instruction with
these same skills.
Table 1 below provides several examples of standardized and non-standardized administration of interim
assessments
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Table 1. Possible Uses of the Interim Assessments: Examples of Standardized and Non-
standardized Administration
Example
No.
Standardized Administration
Non-standardized Administration
1
A teacher administers the Read Informational
Texts IAB to assess the degree to which
students learned the targeted skills at the
completion of a unit of instruction.
A teacher administers the Read Informational
Text IAB to observe how well students have
learned the targeted skills at the completion
of a unit of instruction. During the test the
teacher answers students’ questions, uses
scaffolds, and takes notes on the type of
support provided during the assessment.
2
A grade eight mathematics teacher
administers the grade seven ICA in the fall to
any student who did not take the Smarter
Balanced Summative Assessment the previous
school year. The teacher uses these results,
along with the grade seven summative results
for the other students, as a foundation for her
instructional planning at the beginning of the
school year.
A teacher asks students to work in small
groups and discuss the questions in a grade
seven IAB to work on skills underpinning
those encountered in grade eight. This is
followed with a whole-class discussion.
3
Teachers administer the grade-level ELA
Performance Task IAB and score the students’
work. They review the results and discuss the
impact their new writing program has had on
student performance.
A teacher administers the grade-level ELA
Performance Task IAB. Using the hand scoring
materials with students, the teacher
facilitates a peer feedback workshop. The
teacher reviews the feedback to identify
trends in student performance for
instructional next steps.
UNDERSTANDING SMARTER BALANCED ASSESSMENT
REPORTING RESULTS
The Smarter Reporting System allows educators to view results from the interim and summative assessments at
the group and individual student levels. For interim assessments, the system also provides item level
information to help educators meet students’ needs for extra support or challenge. – including difficulty level
and distractor analysis.
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GROUP-LEVEL RESULTS
Group-level results can help educators adjust their instruction by analyzing areas in which students excel and
areas where students need additional support. The definition of a group is locally defined. Some examples are:
• A teacher’s classes
• A group of students who received similar instruction or who participate in a specific program (e.g.,
intervention or enrichment)
The Smarter Reporting System allows teachers to view summative and interim test results for students to which
they are assigned. This is typically students in the teacher’s classes. School and district users may view results for
all students in the school and/or district to which they have been granted permission to access. The reporting
system allows teachers to create new customized groups to display results by demographic category
and program status (e.g., IEP, EL) within a school.
STUDENT-LEVEL RESULTS
Student-level results provide a roster of students with each student’s overall performance on a selected
summative assessment, ICA, IAB, or FIAB. The report displays individual student achievement levels and claim-
level reporting categories for summative assessments and ICAs and only the reporting categories for IABs and
FIABs. Student-level results can provide insight into content individual students have not yet mastered and
content on which they performed well.
ITEM-LEVEL RESULTS
Interim assessments also provide information on student performance on individual items, including the student
responses to test questions. The item-level view for an individual student shows the claim, target, item difficulty,
standard, the maximum score, and the student’s score for the item. Teachers can use results to uncover
patterns within and across individual and group responses.
SCALE SCORES AND ERROR BAND
Results from the summative and interim assessments include scale scores as well as an error band for individuals
and groups.
STUDENT-LEVEL INFORMATION
Scale Scores
Each student who completes a Smarter Balanced interim or summative assessment receives an overall scale score.
The scale score is the basic unit of reporting. It allows for fair comparisons at both the individual student level and
the aggregate or group level. This scale ranges from approximately 2000 to 3000 which includes grades 3-8 and
high school.
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The Smarter Balanced scale is a vertical scale, which means that student performance in all grades is reported on
the same scale. This allows educators to compare a student’s scale score from a test in one grade to that student’s
scale score from a test in another grade. However, this comparison should be done with caution, especially when
interpreting or predicting scores for non-adjacent grade levels. An important aspect of a vertical scale is that the
overall score range for each grade steadily increases, and the threshold scores between each level increase across
grade levels. Figure 2 below shows the range of scaled scores for each grade and content area.
Figure 2. Smarter Balanced Vertical Scale
Scale scores provide information about overall student performance and can be used to evaluate student
progress.
Error Band
Test scores are estimates of student achievement and come with a certain amount of measurement error for
several reasons, including the sample of test questions administered, testing conditions, or student guessing. Each
time a student takes a Smarter Balanced test, statistical procedures are used to calculate the scale score and the
standard error of measurement (SEM) for the student’s score. Since this measurement error is known, the
individual student report also provides the range of scores the student is likely to earn if that student were to take
the test multiple times, or a test of parallel construction and similar difficulty, without receiving further
instruction. This range, called an error band, represents one standard error of measurement above and below the
student’s scale score.
An example of student scale score with the error band can be found in Appendix B of this document. For more
examples on measurement error, please refer to “Tests Results are Not Perfect Measures of Student
Performance” section.
GROUP-LEVEL INFORMATION
Average Scale Scores and Standard Error of the Mean
For group-level reports, an average scale score and error band based on the Standard Error of the Mean for that
score are displayed. The average scale score is an average of the scale scores for each individual student in the
2000
2100
2200
2300
2400
2500
2600
2700
2800
2900
3000
Smarter Balanced Summative
Scaled Score
Math
2000
2100
2200
2300
2400
2500
2600
2700
2800
2900
3000
Smarter Balanced Summative
Scaled Score
ELA
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group. The average scale score is not assigned to an associated achievement level. Instead, a Student Score
Distribution displays the percentage of students who performed at each achievement level. The standard error is a
statistical term that measures the accuracy with which a sample distribution represents a population by using
standard deviation. In statistics, the average mean deviates from the actual mean of the population—this
deviation is called the Standard Error of the Mean.
REPORTING OVERALL PERFORMANCE ON SMARTER
BALANCED ASSESSMENTS
INTERIM ASSESSMENT BLOCKS
Based on their individual scale scores and the error band, student results for IABs are reported as one of three
reporting categories: Above Standard, Near Standard, or Below Standard. Each reporting category represents a
range of scale scores. A student score distribution by reporting category is also provided for group-level reporting,
providing educators with the proportion of students that performed within each reporting category.
Reporting categories used for the IABs and FIABs are different from achievement levels used to communicate
overall performance on the summative and ICA tests.
The IAB reporting categories that are used to classify students are calculated using the grade-level performance
standard, which is defined as the summative (and ICA) cut score between Levels 2 and 3 for each tested grade, as
the starting point. The student’s performance on the IAB is evaluated against the grade-level performance
standard. (e.g., a student’s scale score for the Grade 3 Numbers and Operations—Fractions IAB is compared to the
Grade 3 mathematics summative assessment performance standard as the starting point). Since the SEM
represents the uncertainty around a student’s scale score, the SEM is multiplied by 1.5 to create a confidence
interval that likely includes the student’s true score. The confidence interval is even larger than the student’s SEM,
so it provides greater certainty, or confidence, in the reporting category classification.
Figure 3 below contains a dot representing the scale score for each of seven students being evaluated on a Grade
4 Math IAB. The bars above and below the scale score are the confidence interval, or 1.5 times the standard error
of measurement on the test. The dark horizontal line is the performance standard for the summative and ICA
Grade 4 Math assessments—a scale score of 2485. If the confidence interval for the student’s scale score on the
IAB is completely above the performance standard, as in Students 1, 5, and 6, the student’s reporting category is
Above Standard. If the confidence interval for the student’s scale score is completely below the performance
standard, as in Students 4 and 7, the student’s reporting category is Below Standard. If the confidence interval for
the student’s scale score touches the performance standard, as in Students 2 and 3, the student’s reporting
category is Near Standard, regardless of whether the reported scale score is above or below the performance
standard. Please note: The scale score of some students in the Near Standard category will be either above or
below the performance standard, but not far enough above or below such that we can confidently label the
performance as Above Standard or Below Standard.
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Figure 3. Comparison between Performance Standard and the IAB Scale Score and
Confidence Interval to Determine IAB Reporting Category
(*Smarter Balanced would like to acknowledge the Connecticut State Department of Education who designed Figures 2 and 3.)
Please note that IAB scale scores are derived using fewer items than the overall vertical scale scores on the
summative and Interim Comprehensive Assessments; therefore, the standard error of measurement for an IAB or
FIAB scale score will be greater than that of the overall vertical scale score.
Since the IAB reporting categories are derived in a different way from the summative and ICA achievement levels,
there is not a direct comparison between reporting categories on the IABs and achievement levels on the ICA or
summative test. For full technical details on the calculations used, please refer to the Smarter Balanced Scoring
Specifications available on the Smarter Balanced website under Technical Documentation at
http://www.smarterbalanced.org/assessments/development/.
SUMMATIVE ASSESSMENTS AND INTERIM COMPREHENSIVE ASSESSMENTS
Based on their individual scale scores and the error band, student results for the summative assessment and ICAs
are reported in one of four achievement levels, Level 4 (Exceeded the standard); Level 3 (Met the standard); Level
2 (Nearly met the standard); Level 1 (Did not meet the standard). The achievement levels were established by a
committee of member state representatives, teachers, parents, and other stakeholders through a process called
Achievement Level Setting, a process that asked participants to closely examine assessment content to determine
threshold scores for each achievement level. Educators who work with English learners and students with
disabilities were also included to help ensure that the achievement levels are fair and appropriate for all students.
The panelists established the level of knowledge and skills that all students should demonstrate to be ready for
high school. Smarter Balanced members voted to approve the initial college or career achievement levels for
mathematics and ELA Literacy in November 2014.
Members voted to approve cut scores for grades 9 and 10 in February 2019. These cut scores may be used for
summative assessments administered in grades 9 and 10 and for the high school ICAs administered in grades 9
and 10, as part of an early detection system of college readiness. Not all members use the grade 9 and 10
summative assessments.
Beginning in 2019-20, Smarter Balanced released Grade 9 and Grade 10 ICAs in ELA and mathematics.
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The tables in Figure 4 below show the range of scaled scores for each achievement level in the summative
assessment and ICA in mathematics and ELA.
Figure 4. Smarter Balanced Summative and ICA Scale Score Ranges by Content and
Grade
Mathematics:
Grade
Level 1
Level 2
Level 3
Level 4
3
<2381
2381–2435
2436–2500
>2500
4
<2411
2411–2484
2485–2548
>2548
5
<2455
2455–2527
2528–2578
>2578
6
<2473
2473–2551
2552–2609
>2609
7
<2484
2484–2566
2567–2634
>2634
8
<2504
2504–2585
2586–2652
>2652
9
<2517
2517–2600
2601–2675
>2675
10
<2533
2533–2613
2614–2696
>2696
11
<2543
2543–2627
2628–2717
>2717
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ELA:
Grade
Level 1
Level 2
Level 3
Level 4
3
<2367
2367–2431
2432–2489
>2489
4
<2416
2416–2472
2473–2532
>2532
5
<2442
2442–2501
2502–2581
>2581
6
<2457
2457–2530
2531–2617
>2617
7
<2479
2479–2551
2552–2648
>2648
8
<2487
2487–2566
2567–2667
>2667
9
<2489
2489–2570
2571–2671
>2671
10
<2491
2491–2576
2577–2677
>2677
11
<2493
2493–2582
2583–2681
>2681
Claim Scores
The Smarter Reporting System displays claim scores for the summative assessments and ICAs. A claim is a
summary statement about the knowledge and skills students will be expected to demonstrate on the assessment
related to an aspect of the Common Core State Standards (CCSS). The ELA Claims are Reading, Writing, Listening,
and Research. The mathematics claims are Concepts and Procedures, Problem Solving, Communicating Reasoning,
and Modeling/Data Analysis. For more information on Smarter Balanced claims, targets, and standards
information, please check out the Smarter Content Explorer (https://contentexplorer.smarterbalanced.org/).
Claim scores are reported in one of three reporting categories: Above Standard, Near Standard, or Below
Standard. These reporting categories are determined using the same calculation in the summative and interim
assessments.
Note, states or territories using the adjusted form summative blueprint do not have access to individual student
claim scores. Individual student claim scores cannot be reliably computed based on the reduced number of items
aligned to each claim on the adjusted from blueprint. Group-level claim scores may be computed for a large group
of students (e.g., students in a school or district), but these data are not available in the Smarter Reporting System
at this time.
Target Reports (Summative Only)
Each Smarter Balanced Claim for ELA and mathematics is comprised of a set of assessment targets (standards or
partial standards that are assessed). Target reports provide more detail about the range of content and Depth
of Knowledge (DOK) levels. On the summative assessment, target-level scores are calculated for each ELA claim.
For mathematics, target-level scores are calculated for Claim 1 only. The reporting system displays aggregate
target-level reports for each summative assessment. Target scores are reported as Performance Relative to the
Entire Test and Performance Relative to Level 3 (Met the standard).
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Beginning in the 2020-2021 school year, educators in states and territories using the adjusted form summative
blueprint may not have access to aggregate target reports. Availability of these reports is dependent upon State
Education Agency (SEA) decisions. Contact your SEA for more information.
Performance Relative to the Entire Test
Performance Relative to the Entire Test is reported in one of three reporting categories: Better, Similar or Worse.
This report indicates whether a group of students' performance on a target was better than, the same as, or worse
than the students' performance on the entire test. A "Worse" indicator does not necessarily mean poor
performance on a target, but rather that students' performance in this area was weaker relative to their overall
performance.
Performance Relative to Level 3 (Met the standard)
Performance Relative to Level 3 (Met the standard) is reported in one of three reporting categories: Above, Near,
or Below. A "Below" indicator suggests that students have not yet mastered the content assessed in a target. The
sample target report shown in Figure 5 below, shows the students' average scale score and standard error of the
mean. On Target 1, the students performed Below standard, which is similar to their overall results. This indicates
a weakness for this assessed content and an opportunity to follow up the assessment with instructional support.
On Target 4, students performed Near standard and better than they did on the entire test, which indicates a
possible strength for this target and may indicate where students are ready for a challenge.
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Figure 5: Sample Target Report for Summative Assessment
GUIDELINES FOR APPROPRIATE USE OF TEST RESULTS
Many variables influence test results, and it is important that educators understand the following guidelines when
analyzing assessment results to inform educational decisions.
TESTS RESULTS ARE NOT PERFECT MEASURES OF STUDENT PERFORMANCE
All tests include measurement error; no test is perfectly reliable. An error band is included with a student’s test
score as an indicator of its reliability. A statistical calculation is made by the system, determining how much worse
or better the student could be expected to do on the assessment if the student took the test multiple times. Since
performance could increase or decrease, the error band is represented on the report by the entry after the scale
score, with a “+/- “before it.
For example, as shown in Figure 6 below, a Grade 6 student takes the ELA Interim Comprehensive Assessment and
receives a score of 2384 with an error band of +/- 61 points. This means that if the student took a test with a
similar difficulty again without receiving further instructions, using either a different sample of test questions, or
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taking the test on a different day, his or her score would likely fall between 2323 (2384 minus 61) and 2445 (2384
plus 61).
Figure 6. Student’s Scale Score and Error Band
Measurement error in testing may result from several factors, such as the sample of questions included on the
test, a student’s mental or emotional state during testing, or the conditions under which the student took the test.
For example, student factors - whether the student was tired, hungry, or under stress, and classroom factors -
noise or temperature, or technical issues with the computer - might all affect a student’s test performance. In
addition, any Items that require hand scoring create additional variability due to interpretive differences and
human error.
MEASUREMENT ERROR IN TESTING IS EXPECTED AND UNAVOIDABLE. USING A
TEST RESULT IN CONJUNCTION WITH OTHER INDICATORS ABOUT STUDENT
PERFORMANCE LEADS TO MORE ACCURATE JUDGMENTS ABOUT WHAT STUDENTS
KNOW AND CAN DO. BETTER JUDGEMENTS IMPROVE THE VALIDITY OF EDUCATOR
INSTRUCTIONAL DECISIONS AND MAXIMIZE STUDENT LEARNING.
REMEMBER:
Interim Assessments are fixed-form tests. Repeated exposure, leading to familiarity with the same
test items, may influence a student’s score; therefore, educators should be mindful about how often
to the same test items administered, either in a standardized or non-standardized way
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USE THE ENTIRE ASSESSMENT IN COMBINATION WITH OTHER INDICATORS
Items in an interim assessment vary in format, content, target skill, and difficulty level. While it may be possible to
make some inferences about what students know and can do based on their performance on a single test item,
students’ performance on the entire test is a better indicator of students’ knowledge and skills.
All test results include some degree of error. Therefore, it is critical to use results from a test in combination with
other information about student learning in a balanced manner. This can encompass student work on classroom
assignments, quizzes, observations, and other forms of evidence.
Educators may use assessment results as one part of an “academic wellness check” for a student. The test results,
when analyzed alongside additional information about the student, can strengthen conclusions about where the
student is doing well and where the student might benefit from additional instruction and support.
VALIDITY OF RESULTS DEPENDS ON APPROPRIATE INTERPRETATION AND USE
The Smarter Balanced Interim Assessments were designed to be used by educators to evaluate student
performance against grade-level standards. When used as designed, results from the Smarter Balanced Interim
Assessments can provide useful information to help educators improve teaching and learning for their students.
However, any inferences made from the test results may not be valid if the test is used for purposes for which it
was not designed and validated.
MANNER OF ADMINISTRATION IMPACTS THE USE OF RESULTS
Teachers may use the Smarter Balanced Interim Assessments in several ways to gain information about what their
students know and can do. The examiner must first determine if the test will be administered in a standardized or
non-standardized manner of administration. Non-standardized is the default setting.
When combined with other forms of evidence, results from standardized administrations can be reasonably used
to gauge student knowledge and growth over time after a period of instruction because those results represent
individual student knowledge. Standardized administration of the IABs can be used both as an assessment OF
learning and an assessment FOR learning.
Non-standardized administration of the interim assessments is done primarily for learning. Results from a non-
standardized administration should be used with caution when evaluating an individual student. Individual
student scores may be produced, but if a student is working with other students, the individual student scores are
not reflective of the individual student’s ability. However, non-standardized administrations may yield information
that cannot be collected during a standardized administration, such as hearing students’ thought process as they
discuss a problem aloud. The goal of a non-standardized administration is to learn where students are succeeding
and where they might need more support during instruction.
MORE THAN ONE MEASURE OF STUDENT PROGRESS AND
PERFORMANCE SHOULD ALWAYS BE USED TO MAKE EDUCATIONAL
DECISIONS.
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THE IAB DASHBOARD: A QUICK VIEW OF OVERALL
GROUP-LEVEL RESULTS
The Smarter Reporting System IAB Dashboard provides educators with a quick view of overall results for the IABs
administered to a group of students. A teacher can view the score distribution for each interim to see the
percentage of students who performed in each reporting category (Above, Near, and Below Standard) as shown in
Figure 7 below. The teacher can also see which IABs were completed by all students in the group.
Figure 7. IAB Dashboard
The teacher can see from the IAB Dashboard that not all 32 students in the class completed each IAB. The score
distributions for each interim show overall group performance so the teacher can quickly see on which IABs
students did well and where they did not do well. The teacher can see more detailed information about student
performance.
EXAMPLE OF AN IAB IMPLEMENTATION: END-OF-UNIT
ASSESSMENT
In this section, we provide an example of how an educator might use one of the IABs to improve teaching and
learning in her classroom. Included in this example are screenshots from the Smarter Reporting System that
illustrate the different views available to educators to analyze the data and interpret it within their local context.
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Results will be analyzed at the group level, individual student level, and item level. At each level, highlights of
appropriate use and cautions will be provided.
GROUP-LEVEL ANALYSIS
As shown in Figure 8 below, Ms. Garcia’s classes had an average scale score of 2342 on the Grade 3 ELA – Read
Informational Texts IAB. She can also see the error band (Standard Error of the Mean) of +/- 63 points. This means
that if a test of parallel design were given to these students on another day without further instruction, their
average scale score would likely fall between 2279 (2342 minus 63 points) and 2403 (2342 plus 63 points).
Figure 8. Group-Level View of IAB Results
Ms. Garcia can see from the Student Score Distribution section that 27% of her students scored within the Above
Standard reporting category, 27% of the students scored within the At/Near Standard reporting category, and 46%
scored within the Below Standard category.
From the group results page, Ms. Garcia can access links to supports through the “Instructional Resources” button.
The link leads to interim Connections Playlist for that specific IAB - each IAB has an associated Tools for Teachers
Connections Playlist. Connections Playlists are developed by teachers for teachers. Each playlist shows a
Performance Progression that identifies the attributes of Below/Near/Above performance and links to Tools for
Teachers lessons that support the skills covered in the associated interim assessment. In addition to the Smarter
Balanced Connections Playlists, districts and schools have the option to upload links to local district or school
resources within the Reporting System.
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By selecting the “Instructional Resources” button, Ms. Garcia can access resources for all reporting categories. Ms.
Garcia can find:
• instruction designed to enrich and expand their skills; and
• instruction based on student needs.
See the Tools for Teachers section for more information.
GROUP ITEM-LEVEL ANALYSIS
For each item in the IAB, Ms. Garcia can see the claim, target, item difficulty, the relevant standard assessed, and
the proportion of students who received full credit, as well as the proportion of students at each score point.
For example, as shown in Figure 9, item #2 is noted as “Difficult”. Ms. Garcia sees that 45% of her students
received full credit on Item #2. Continuing in the same row, she can also see that 55% of her students did not
receive any points and 45% received the maximum of one point. This information indicates a need for additional
support.
Figure 9. Item-Level View of IAB Results: Group Scores
Ms. Garcia can also sort on the Full Credit column to quickly identify test items that students performed well on
and items where students struggled.
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STUDENT-LEVEL ANALYSIS
To learn more about her students’ individual needs, Ms. Garcia can view “Results by Student” as shown in
Figure 10 below. The “Reporting Category” column is sortable, so Ms. Garcia can easily identify the students who
performed Above, Near, or Below Standard. She can use that information during small-group time in her
classroom.
Using the test results for students, combined with her knowledge of student performance on classroom
assignments, homework, and other observations, Ms. Garcia makes inferences about her students’ ability to read
and comprehend informational text. She is confident that students who scored in the Above Standard category
have mastered the skills and knowledge taught in the classroom and are in no need of additional support on that
content. For those students, she uses an idea from the Interim Connections Playlist (ICP) to offer an extra
challenge along with some additional independent reading time.
Next, Ms. Garcia considers how to support the students who scored in the Below Standard category, suspecting
that they might need additional instruction. Ms. Garcia remembers that the IAB is only one measure, and it should
always be used in combination with other information about her students. She knows that a student who has
never had difficulty comprehending informational text may have been having a bad day when the interim
was administered. With that caveat in mind, Ms. Garcia reviews the reporting categories and chooses an
instructional resource from the ICP to support the students who scored Below Standard in a collaborative
learning group.
Figure 10. Results by Student View of IAB Results
As shown in Figure 10, Ms. Garcia can select an individual student from the group list (by selecting the blue box
with the student’s name) to examine the student’s performance on items within the IAB. When an individual
student is selected, Ms. Garcia can select the option to view the student’s responses and a screen showing each
item in the IAB is displayed as shown in Figure 11 below.
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Figure 11. Individual Student Item-Level View of IAB Information
Ms. Garcia selects item number 1, and the following three tabs appear Item Viewer, Rubric and Exemplar, and
Item Information as shown in Figure 12 below.
Figure 12. Item-Level Tabs
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By examining student responses in the Item Viewer tab, Ms. Garcia can identify patterns in student responses that
might reveal common misconceptions or misunderstandings. If several students chose the same incorrect
response, for example, Ms. Garcia can isolate areas to revisit with her class.
As shown in Figure 13 below, the Rubric and Exemplar tab shows the exemplar (i.e., correct response), any other
possible correct responses to the item, and a rubric that defines the point values associated with specific
responses. For multiple-choice questions, the key or correct response is provided.
Figure 13. Rubric and Exemplar Tab
As shown in Figure 14 below, the Item Information tab describes the claim, assessment target, domain, and
standard that the item assesses. This tab also provides the Depth of Knowledge, the item difficulty, and links to
other supporting documentation.
Figure 14. Item Information Tab
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CLAIMS, TARGETS, DOMAIN, AND STANDARDS
Claims and targets are a way of classifying test content. The claim is the major topic area. For example, in English
language arts, reading is a claim. Within each claim, there are targets that describe the knowledge and skills that
the test measures. Each target may encompass one or more standards from the CCSS. Within the Reading claim,
for example, one of the targets is concerned with finding the central idea in a text. Domains are large groups of
related standards in the Mathematics CCSS (e.g., Geometry, Statistics and Probability, Ratios and Proportional
Relationships). More information about the claims, targets, and standards can be found on the Development and
Design page of the Smarter Balanced website http://www.smarterbalanced.org/assessments/development/.
DEPTH OF KNOWLEDGE
Depth of Knowledge (DOK) levels, developed by Webb (1997), reflect the complexity of the cognitive process
demanded by curricular activities and assessment tasks (Table 2). Higher DOK levels are associated with activities
and tasks that have high cognitive demands. The DOK level describes the kind of thinking a task requires, not if the
task is difficult in and of itself.
Table 2. Depth of Knowledge Levels
DOK Level
Title of Level
1
Recall
2
Skills and Concepts
3
Strategic Thinking
4
Extended Thinking
ITEM DIFFICULTY
Each Smarter Balanced test item is assigned a difficulty level based on the proportion of students in the field-test
sample who responded to that item correctly. The students who responded to the item are referred to as the
reference population. The reference population determines the difficulty level of a test item. (Note: The reference
population for an item consists of all the students who took the test the year the item was field-tested. Depending
on when the item was field tested, the reference population may refer to students who took the spring 2014 Field
Test or a subsequent summative assessment that included embedded field-tested items.”)
Test items are classified as easy, moderate, or difficult based on the average proportion of correct responses of
the reference population, also referred to as the average proportion-correct score (Table 3). The average
proportion-correct score can range from 0.00 (no correct answers meaning the item is difficult) to 1.00 (all correct
answers meaning the item is easy).
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Table 3. Item Difficulty Categories
Difficulty
Category
Range of Average Proportion Correct
(p-value) Score
(minimum – maximum)
Easy
0.67 – 1.00
Moderate
0.34 – 0.66
Difficult
0.00 – 0.33
For items worth more than 1 point, the average proportion correct score is the item’s average score among
students in the reference population divided by the maximum possible score on the item. For example, if the
average score for a 2-point item is 1, its average proportion correct score is 1 divided by 2, or 0.50. In this
example, that test item would be rated as moderate on the item difficulty scale.
Easy items are answered correctly by at least 67% of the students in the reference population.
Moderate items are answered correctly by 34-66% of the reference population.
Difficult items are answered correctly by 33% or fewer of the reference population.
As previously shown in Figure 14, item #1 is aligned to Standard 3.RL.5 (Use text features and search tools (e.g.,
key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently) and assesses Reading
claim, Target 13 (TEXT STRUCTURES/ FEATURES: Relate knowledge of text structures or text features (e.g.,
graphics, bold text, headings) to obtain, interpret, or explain information). This information tells Ms. Garcia what
concepts and skills the item assesses.
Ms. Garcia can also see from this tab that Item #1 is classified as difficult. Ms. Garcia can include item difficulty in
her inferences about student performance because item classification provides her with additional context when
reviewing test results and considering instructional implications.
Student scores on more difficult items should be treated differently from the scores on less difficult items. For
example, if half of the students get an item wrong, Ms. Garcia should avoid making generalized inferences about
student needs. Instead, Ms. Garcia can account for the item difficulty when drawing conclusions from test results
to determine what students know and can do. If the item is rated difficult, Ms. Garcia’s conclusions about her
students may differ from conclusions based on an item rated easy. If half of the students answer an easy item
incorrectly, she may decide to re-teach the concepts addressed in that item. On the other hand, if half of her
students got a difficult item incorrect, she may choose to address that result by encouraging additional practice on
this type of item.
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KEY AND DISTRACTOR ANALYSIS
For selected response items, a teacher can see whether a large number of students selected a particular incorrect
response, which may signal a common misconception. This report is available by selecting Key/Distractor Analysis
from the dropdown in the “Select a results view” as shown in Figure 15 below.
Figure 15. Select to View Key/Distractor Analysis
As shown in Figure 16 below, the Key and Distractor Analysis view displays information for multiple-choice and
multi-select items. The teacher can see the claim, target, item difficulty, and related standard(s) for each item, the
percentage of students who earned full credit for each item, and the percentage of students who selected each
answer option. (For multi-select items that have more than one correct answer, these percentages may not add
up to 100 percent.) The teacher can sort the list by the percentage of students who earned full credit to see those
items on which students had the greatest difficulty and then determine whether there were incorrect answers
that many students selected. (The correct answers are shaded.)
26 INTERPRETIVE GUIDE FOR ENGLISH LANGUAGE ARTS/LITERACY AND MATHEMATICS | NOV. 13, 2023
Figure 16. Key and Distractor Analysis View
Ms. Garcia identifies Item 9 as one on which 17% of the students selected the same incorrect answer, A. To learn
more about this item, the teacher can select the item number and see four tabs, Student Scores and Responses,
Item Viewer, Rubric and Exemplar, and Item information as shown in Figure 17 below. From the Student Scores
and Responses tab, the teacher can sort on the Response column to see which students incorrectly selected
option A. By selecting the Item Viewer tab, Ms. Garcia can see all the response options and, using other
information about the students based on classroom discussion and assignments, begin to form hypotheses about
why those students may have chosen the incorrect response option. She may decide to post that item and have
the students discuss their reasoning aloud.
Figure 17. Key and Distractor Analysis Item Details Tabs
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WRITING TRAIT SCORE REPORT
Each Performance Task on the ELA Interim Comprehensive Assessment (ICA) and selected ELA IABs includes
a full write or essay question. For these tests, a Writing Trait Score is provided, as shown in Figure 18 below,
that allows teachers to analyze the strengths and weaknesses of student writing based on student
performance on the essay question.
Figure 18. Group Report on the Essay Question
This Performance Task report provides the information found on other group summary reports (average scale
score and error band, student score distribution and item information). In addition, it indicates the writing
purpose of the essay question. The purpose may be argumentative, explanatory, informational, narrative, or
opinion depending on the grade level of the assessment.
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The report provides the average points earned by the group of students and maximum number of points for each
writing trait. The three writing traits describe the following proficiencies in the writing process.
• Organization/Purpose: Organizing ideas consistent with purpose and audience
• Evidence/Elaboration: Providing supporting evidence, details, and elaboration consistent with
focus/thesis/claim, source text or texts, purpose and audience
• Conventions: Applying the conventions of standard written English; editing for grammar usage and
mechanics to clarify the message
There is a maximum of four points for organization/purpose, four points for evidence/elaboration, and two points
maximum for conventions.
The report also displays the Transformed Points value that is calculated by adding the Conventions score to the
average of the Organization/Purpose and Evidence/Elaboration scores. These two values represent two
dimensions that are used to compute the student’s overall scale score and the Claim 2 – Writing reporting
category for the ELA ICA.
A student’s score is computed as follows:
Organization/purpose: 4 points earned
Evidence/elaboration: 1 points earned
Conventions: 2 points earned
Average = (4+1)/2 = 2.5, which is rounded up to 3 points, 3 + 2 = 5 Transformed Points
The report also provides the percentage distribution of students by the number of points they earned for each
writing trait and the percentage of students who earned each possible number of Transformed Points.
Training guides for hand scoring are available in the Interim Assessment Hand Scoring System. The guides include
the rubrics and annotated scored student responses that are used to determine student scores.
The Performance Task Writing Rubrics are also available in the links below:
• Argumentative (PDF)
• Explanatory (PDF)
• Informational (PDF)
• Narrative (PDF)Opinion (PDF)
As shown in Figure 19 below, Ms. Garcia can view the writing trait scores for individual students by selecting
the standard in the blue box for item 3. This displays a report on individual student performance by writing
trait and Transformed Points earned. The teacher can sort by Transformed Points to quickly identify students
who performed well and those who need additional support. The Student Scores and Responses tab allows
the teacher to read each student’s essay after selecting the blue box with the student’s name. The Item
Viewer displays the essay question as it appeared on the test. The Rubric and Exemplar tab provides the
writing rubrics, and the Item Information tab provides information about the claim, target, standard, item
difficulty, and Depth of Knowledge.
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Figure 19. Individual Student Report on the Essay Question
As Ms. Garcia reviews these results, she bears in mind all the same caveats about weighing student scores in the
context of other evidence she has collected on her students, factoring in the difficulty of the test item and
manner of test administration and recognizing that no test or single test question should be used as the sole
indicator of student performance. Ms. Garcia considers the report and the rubric along with other writing
assignments students have turned in that year. She plans additional support for writing in class and shares practice
ideas with her students and their families as well.
USING INTERIM RESULTS TO INFORM NEXT STEPS FOR
INSTRUCTION
Interim assessment results can provide information about:
• student knowledge, by individual or group, after completing a unit of study
• student or group response patterns on each item
• students who have a strong grasp of the material and need enrichment activities to support expansion of
their skills
• how to group students by knowledge/skill level for differentiated instruction
• areas to emphasize during classroom instruction
To further help educators use results to inform instruction, the Smarter Reporting System links directly to the
Smarter Balanced Tools for Teachers.
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SMARTER BALANCED TOOLS FOR TEACHERS
Smarter Balanced Tools for Teachers is an online collection of instructional and professional learning resources
created by educators for educators. All resources are aligned to the CCSS, Smarter Balanced assessment targets,
and one or more formative assessment attributes. The resources are designed to help educators implement the
formative assessment process to improve teaching and learning. The resources can support instruction by:
• providing guidance on differentiated instruction for diverse learners;
• increasing educator’s assessment literacy;
• engaging students in their own learning;
• designing professional development opportunities; and
• providing materials for Professional Learning Communities.
Tools for Teachers can be accessed at https://smartertoolsforteachers.org/.
Tools for Teachers Interim Connections Playlists (ICPs)
Created by expert educators in collaboration with Smarter Balanced, Tools for Teachers Interim Connections
Playlists (ICPs) link student interim reports to instructional resources in Tools for Teachers. ICPs can be easily
accessed through the Instructional Resources button in the Smarter Reporting System. Each IAB and FIAB has an
associated Tools for Teachers Interim Connections Playlist. Educators can use ICPs to find relevant and useful
instructional supports that are aligned to students’ assessed needs.
The Tools for Teachers Interim Connections Playlists are not meant to replace curriculum or define an instructional
sequence. The resources can be implemented as offered or adapted to suit unique classroom and individual
student needs. By considering interim results along with other classroom assessment results and professional
judgment, educators can decide how to use Tools for Teachers resources to support their instruction.
All of the Instructional Resources attached to the ICPs have been created and reviewed by educators after they
have analyzed the items in the associated interim and offered their own best practices for differentiated
instruction, formative assessment, and accessibility.
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Figure 20. Smarter Balanced Interim Connections Playlist for Grade 4 Geometry
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GLOSSARY OF TERMS
Term
Definition
ACHIEVEMENT LEVEL
A category of performance based on students’ scaled scores on the ICA and
summative assessment. The four achievement levels indicate progress toward
meeting the expectation of content mastery and college and career readiness: Level
4: Standard Exceeded; Level 3: Standard Met; Level 2: Standard Nearly Met; Level 1:
Standard Not Met.
ADJUSTED FORM
SUMMATIVE BLUEPRINT
A version of the Smarter Balanced summative assessments that has been offered
since the 2020-21 school year. The test assesses the same content in math and
English language arts/literacy as the previous years, but with fewer questions on the
computer adaptive segment of the test. There are no changes to the performance
tasks. Results will help provide school and state leaders with key information to
advance learning and support equitable outcomes for students. Due to fewer items
included on the adjusted form, Smarter Balanced advises that claim data for
individual students should not be reported.
AVERAGE SCALE SCORE
Information about the average performance of students in a defined group for the
tested grade and subject.
CLAIM
A summary statement about the knowledge and skills students are expected to
demonstrate on the assessment related to a particular aspect of the Common Core
State Standards (CCSS). The Smarter Balanced Summative Assessment for ELA
includes claims in reading, listening, and speaking, writing, and research/inquiry and
for mathematics includes concepts and procedures, problem solving and modeling &
data analysis, and communicating reasoning.
COMMON CORE STATE
STANDARDS (CCSS)
A set of standards created by a national council of state education leaders and
adopted by most states in 2010. The standards describe what students should know
and be able to do in mathematics and ELA in each grade K–12.
CONFIDENCE INTERVAL
A calculated range around the student’s scale score on the IAB, equal to 1.5 times
the standard error of measurement.
CORRECTNESS
Value arrived at by dividing the maximum score possible for an item by the student’s
score.
DEPTH OF KNOWLEDGE
(DOK)
A four-level framework developed to describe the conceptual complexity of
curricular activities and assessment tasks (not to be confused with difficulty).
DIFFICULTY (ITEM
DIFFICULTY)
The rating of an item as easy, moderate, or difficult is based on the proportion of
students in a field-test reference group who answered the item correctly. See page
18 for the definitions of the item difficulty categories.
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Term
Definition
DOMAIN
Larger groups of related standards in the mathematics CCSS (e.g., Numbers and
Operations—Fractions).
ERROR BAND
A student’s test score can vary if the test is taken several times. The error band is the
level of uncertainty around a student score. The error band represents a score range
that the student’s score would likely fall within if the student took the test multiple
times before any additional instruction or learning occurs.
EXEMPLAR
An example of a response that would earn full credit.
IAB
An Interim Assessment Block measures a portion of the material taught at each
grade level, such as fractions. A Focused IAB (FIAB) measures a more limited portion
of material taught at grade level, such as add and subtract with equivalent fractions.
ICA
Interim Comprehensive Assessments measure the same content as the summative
assessments.
KEY AND DISTRACTOR
ANALYSIS
An item analysis that displays the percentage of students who selected the correct
response option(s) (Key) and incorrect response options (Distractors).
PERFORMANCE STANDARD
A reference point to know how students are performing in relationship to a
standard. Meeting the standard means meeting the expectation of the content area.
Performance standards are categorized by scale score. The scale score cuts
associated with the performance level are publicly available in the Technical Manual.
REFERENCE POPULATION
The reference population is a group of students. In this context, the reference
population for an item consists of all the students who took the test the year the
item was field-tested. Depending on when the item was field tested, the reference
population may be students who took the Spring 2014 Field Test or a subsequent
summative assessment that included embedded field-tested items. These students’
responses to test items were used to classify each item into one of three difficulty
categories—easy, moderate, or difficult.
REPORTING CATEGORY
A category of performance based on students’ scaled scores on the IABs. The three
reporting categories are: Above Standard, Near Standard, and Below Standard.
RUBRIC
A scoring guide for evaluating the quality of student responses, which describes the
performance expectations for each test item.
SCALE SCORE/STUDENT
SCORE
The score, ranging from 2000 to 3000, based on student results on a Smarter
Balanced assessment. Smarter Balanced uses a single vertical scale across all tested
grades.
34 INTERPRETIVE GUIDE FOR ENGLISH LANGUAGE ARTS/LITERACY AND MATHEMATICS | NOV. 13, 2023
Term
Definition
STANDARD ERROR OF
MEASUREMENT
Acknowledges the difference between an estimated scale score and a student’s true
scale score. The statistical uncertainty around a student’s true scale score, which
may be affected by several factors, such as the sample of questions included on the
test, a student’s mental or emotional state during testing, or the conditions under
which the student took the test.
STANDARD ERROR OF THE
MEAN
The standard error is a statistical term that measures the accuracy with which a
sample distribution represents a population by using standard deviation. In
statistics, a sample mean deviates from the actual mean of a population—this
deviation is the standard error of the mean.
STATUS
An indication of how the IAB was administered, including whether the test was a
standardized or non-standardized administration, and whether the test was
completed or partially complete.
TARGET
Describes the expectations of what will be assessed by the items and tasks within
each claim. Also known as an assessment target.
WRITING TRAIT SCORES
Measures of the following writing proficiencies: Purpose/Organization: Organizing,
Evidence/Elaboration, and Conventions
35 INTERPRETIVE GUIDE FOR ENGLISH LANGUAGE ARTS/LITERACY AND MATHEMATICS | NOV. 13, 2023
APPENDIX A: RESOURCES TO SUPPORT THE USE OF
INTERIM ASSESSMENTS
These sources can be used to improve assessment literacy and to create a system of formative assessment
that links interim data to instruction.
• The content specifications provide information about the claims and targets assessed on the interim and
summative assessments.
• The item and task specifications provide guidance on how to translate the Smarter Balanced Content
Specifications into actual assessment items.
• The interim assessment test blueprints provide information about the claims and targets assessed on each
IAB, the number of items, and the Depth of Knowledge for the items.
• The summative assessment test blueprints provide information about the claims and targets assessed on
each ICA and the Depth of Knowledge (for the items. However, because the ICAs are fixed-form tests, the
number of items on an ICA is not a range as noted on the summative blueprints.
• Tools for Teachers Interim Connections Playlists provide instructional resources that can be accessed
through a link on the interim reports or directly through the Tools for Teachers website.
• Tools for Teachers includes instructional and professional learning resources created and vetted by
educators for educators to save teachers’ time.
TEST BLUEPRINTS
Interim Assessment Block (IAB) blueprints are available for both ELA and mathematics. The IAB blueprints contain
information that will help educators understand the content of each IAB. Each blueprint includes:
• The IABs available for each grade level
• The number of items included in each IAB
• The focus of each IAB, including information about the:
o Claim(s)
o Assessment target(s) and the emphasis of each target relative to other targets in the block
o DOK level(s) addressed by items
o The number of items by type (for ELA only - e.g., short text, machine scored)
The Interim Assessment Overview provides information about how IABs might be effectively integrated within
classroom instruction. The Interim Assessment Overview and Blueprints for IABs in mathematics and ELA can be
found in the Development and Design page of the https://contentexplorer.smarterbalanced.org/
36 INTERPRETIVE GUIDE FOR ENGLISH LANGUAGE ARTS/LITERACY AND MATHEMATICS | NOV. 13, 2023
Interim Comprehensive Assessment (ICA) blueprints are available for both ELA and mathematics. The ICA
blueprints contain information that will help educators understand the content of each ICA. The blueprint
includes:
• The ICAs available for each grade level
• The number of items included in each ICA
• The assessed content in each ICA, including information about the:
o Claims
o Assessment targets and the emphasis of each target relative to the other targets
o DOK levels addressed by items
o The number of items by type (for ELA only - e.g., hand scored, machine scored)
The ICAs measure similar content to the summative assessment and may be helpful for determining the
knowledge and skills of students who are new to the district or the state. ICAs can also provide information about
students’ knowledge and skills after a significant period of instruction.
The Interim Assessment Overview and Blueprints for ICAs in mathematics and ELA can be found in the
Development and Design page of the Smarter Content Explorer.
Full-form and adjusted-form summative assessment blueprints are available for both ELA and mathematics. The
summative assessment blueprints contain information that will help educators understand the content of each
summative assessment.
Each summative assessment blueprint includes information about the:
• Claims
• Assessment targets and the emphasis of each target relative to the other targets
• DOK levels addressed by items
• The types of items (for ELA only - e.g., short text, machine scored)
The full-form and adjusted-form Summative Assessment Blueprints for mathematics and ELA can be found in the
Development and Design page of the Smarter Content Explorer.
Sample Use of the IAB Blueprints
A Grade 5 teacher wishes to determine the writing expectations for students who will take the ELA IABs.
After reading the blueprints, the teacher understands that the Revision IAB is composed of fifteen machined-
scored items and that students are expected to revise narrative, informational, and opinion texts as shown in
Figure A1 below.
37 INTERPRETIVE GUIDE FOR ENGLISH LANGUAGE ARTS/LITERACY AND MATHEMATICS | NOV. 13, 2023
Figure A1. Grade 5 Block 4 IAB: Revision
Looking further, the teacher sees another IAB on brief writes composed of six Short Answer items across the same
three writing purposes, each requiring hand scoring as shown in Figure A2 below.
Figure A2. Grade 5 Block 3 IAB: Brief Writes
The teacher also finds a performance task that deals solely with research and narrative writing. It includes 1
machine scored and 3 human scored items as shown in Figure A3 below.
Figure A3. Grade 5 Block 8 IAB: Performance Task
38 INTERPRETIVE GUIDE FOR ENGLISH LANGUAGE ARTS/LITERACY AND MATHEMATICS | NOV. 13, 2023
Given the differences in class time required to administer each IAB and the amount of time needed to score them,
the teacher decides which IAB best meets the instructional needs of the class.
39 INTERPRETIVE GUIDE FOR ENGLISH LANGUAGE ARTS/LITERACY AND MATHEMATICS | NOV. 13, 2023
APPENDIX B: A PARENT AND STUDENT GUIDE TO
UNDERSTANDING THE INDIVIDUAL STUDENT REPORTS
This guide explains the Individual Student Reports for Interim Assessment Blocks (IABs) and Focused Interim
Assessment Blocks (FIABs), Interim Comprehensive Assessments (ICAs), and Summative Assessments, and
provides additional resources to help you understand what a student knows and can do.
WHAT ARE THE INTERIM ASSESSMENT BLOCKS (IABS AND FIABS)?
Interim Assessment Blocks are computer-based assessments teachers can use throughout the school year to
concentrate on sets of concepts in ELA and mathematics. Most Interim Assessment Blocks can be administered in
a single class period. They provide teachers, parents/guardians, and students with information about what
concepts students have already mastered and where they might need additional help. For more information about
Interim Assessment Blocks visit the Smarter Balanced Assessment Consortium Web site at:
https://www.smarterbalanced.org/assessments/
WHAT DO THE INTERIM ASSESSMENT BLOCK SCORES MEAN?
A student’s score is a number between 2,000 and 3,000 that falls into one of three reporting categories: Below
Standard, Near Standard, or Above Standard. The score provides information about what a student knows and can
do based on the assessed content. A student’s teacher will use the score, along with other information, such as
classroom assignments and quizzes, to decide what additional support is needed to help the student master the
material covered in class.
WHAT ARE THE INTERIM COMPREHENSIVE ASSESSMENTS (ICAS)?
Interim Comprehensive Assessments are computer-based assessments teachers can use during the school year
that measure the same content as the Smarter Balanced Summative Assessment. There is one Interim
Comprehensive Assessment for each grade level in ELA and mathematics and each assessment includes a
performance task. The Interim Comprehensive Assessments provide information about overall student
performance in English and mathematics. For more information, visit the Smarter Balanced Assessment
Consortium Web site at: https://www.smarterbalanced.org/assessments/
WHAT DO THE INTERIM COMPREHENSIVE ASSESSMENT SCORES MEAN?
A student’s score is a number between 2,000 and 3,000 that falls into one of four achievement levels (Level 4:
Standard Exceeded; Level 3: Standard Met; Level 2: Standard Nearly Met; Level 1: Standard Not Met). The score
provides information about what a student knows and can do based on the assessed content. Claim scores
provide information about the knowledge and skills students are expected to demonstrate on the assessment
related to a particular aspect of the learning standards. For example, a claim within the English Assessment is
reading. Claim scores are reported in one of three reporting categories: Above Standard, Near Standard, or Below
Standard. A student’s teacher will use these results, along with other information, such as classroom assignments
and quizzes, to decide what additional support is needed to help the student master the material covered in class.
WHAT ARE THE SUMMATIVE ASSESSMENTS?
The summative assessments are administered by states, as an accountability measure, at the end of the year to
40 INTERPRETIVE GUIDE FOR ENGLISH LANGUAGE ARTS/LITERACY AND MATHEMATICS | NOV. 13, 2023
determine students’ grade-level performance and progress toward college and career readiness in ELA and
mathematics. The Smarter Balanced summative assessments are available in ELA and mathematics to students in
grades 3–8 and high school. Each content area of the online test consists of a computer adaptive test (CAT) as well
as a performance task (PT). For more information, visit the Smarter Balanced Assessment Consortium Web site at:
https://www.smarterbalanced.org/assessments/
SUMMATIVE ASSESSMENT RESULTS
Similar to the Interim Comprehensive Assessment scores, a student’s score is a number between 2,000 and 3,000
that falls into one of four achievement levels (Level 4: Standard Exceeded; Level 3: Standard Met; Level 2:
Standard Nearly Met; Level 1: Standard Not Met). The score provides information about what a student knows
and can do based on the assessed content. Claim scores provide information about the knowledge and skills
students are expected to demonstrate on the assessment related to a particular aspect of the learning standards.
For example, a claim within the English Assessment is reading. Claim scores are reported in one of three reporting
categories: Above Standard, Near Standard, or Below Standard.
HOW ACCURATE ARE THE ASSESSMENT RESULTS?
All tests include error, meaning that test results are not perfect measures of what a student knows. On an IAB
report, there is an error band that is reported as a +/- number. The error band is located next to the student’s
score. The error band accounts for the fact that several factors may affect a student’s test score, such as the
sample of test questions, the student’s mental or emotional state during testing, or the conditions under which he
or she took the test. For example, being tired, hungry, or under stress and classroom factors such as noise or
temperature, or technical issues with the computer might all affect a student’s test performance.
ONE MEASURE OF A STUDENT’S SUCCESS
Assessment results are only one measure of a student’s academic performance. They should be considered along
with other available information, such as classroom tests, assignments, grades, and feedback from the teacher, in
deciding what additional support a student needs to succeed in his or her learning.
ASSESSMENT RESULTS PROVIDE ONE MEASURE OF A STUDENT’S STRENGTHS
AND AREAS WHERE ADDITIONAL SUPPORT MIGHT BE NEEDED.
41 INTERPRETIVE GUIDE FOR ENGLISH LANGUAGE ARTS/LITERACY AND MATHEMATICS | NOV. 13, 2023
Sample IAB Individual Student Report
1. Student information: name, grade, school, district, and state
2. Name of report
3. Definition of Error Band
4. Name of the assessment
5. Student’s scale score and error band information (If this student took the test again without further
instruction, the student’s scale score would likely fall within this range.)
6. Date of the assessment and student’s reporting category
7. Frequently Asked Questions
8. Useful information and additional resources about interim assessments
42 INTERPRETIVE GUIDE FOR ENGLISH LANGUAGE ARTS/LITERACY AND MATHEMATICS | NOV. 13, 2023
SAMPLE ICP INDIVIDUAL STUDENT REPORT*
*Note: The Summative Assessment report includes the same reporting elements for achievement levels and
claims.
1. Name of report, type of assessment, subject, and year
2. Student information: name, grade, school, district, and state
3. Student’s scale score and error band and a description of the student’s achievement level
4. Information about the student’s achievement: scale score, achievement level, error band, and other
possible achievement levels with maximum and minimum scores for each level
5. Student’s achievement for each of the tested claims
6. Additional information
43 INTERPRETIVE GUIDE FOR ENGLISH LANGUAGE ARTS/LITERACY AND MATHEMATICS | NOV. 13, 2023
Revision Log
Updates to the Interim Assessments Interpretive Guide after September 15, 2017, are noted below.
Page
Description of Change
Revision
Date
Various
Updated screen shots for Figures 4, 5, 6, 7, 8, 9, and 10
3/16/2018
Various
Added new screen shots, Figures 11, 12, 13, 14, and 15
3/16/2108
16
Moved the original “Item-Level Analysis” section up to “Group Item Level
Analysis”
3/16/2108
23-25
Added new section for Key and Distractor Analysis
3/16/2108
25-27
Added new section for Writing Trait Scores
3/16/2018
15
Added new section for IAB Dashboard with new Figure 4. Renumbered
existing figures accordingly.
6/25/2018
Various
Updated screen shots and associated text for Figures 5, 6, 7, 8, 9, 10, 11, 12,
13, 14, 15, 16, and 17
6/25/2018
38-40
Updated screen shots and associated text for the Sample IAB and ICA
Individual Student Reports
6/25/2018
4-5
Updated the language about interim assessments being considered “non-
secure/non-public” to match the current description “student- and teacher-
facing” to align with the Interim Assessments Overview document posted on
the Smarter Balanced website
2/21/2019
5
Added an example to clarify Providing interim assessment resources other
than those approved in the Usability, Accessibility and Accommodations
Guidelines
2/21/2019
7
In Table 1, clarified Example 1 under Non-standardized
2/21/2019
13
Changed the example under Test Results are Not Perfect Measures of Student
Performance to ICA results and added Figure 4 to illustrate the example.
All subsequent figures re-numbered accordingly.
2/21/2019
25
Updated screen shot for new Figure 16: Group Report on the Essay Question
2/21/2019
44 INTERPRETIVE GUIDE FOR ENGLISH LANGUAGE ARTS/LITERACY AND MATHEMATICS | NOV. 13, 2023
Page
Description of Change
Revision
Date
26
Replaced text about “total points” with “Transformed Points” to clarify how
the writing trait scores are used to calculate a student’s overall score and
Claim 2 – Writing reporting category for ELA ICAs and summative assessments
2/21/2019
27
Updated new Figure 17. Individual Student Report on the Essay Question
2/21/2019
40
Updated screen shot of Sample Interim Comprehensive Assessment Individual
Student Report
2/21/2019
Cover page
Changed the title from “Interim Assessments Interpretive Guide” to
Interpretive Guide for ELA and Mathematics Assessments”
10/29/2019
List of Tables
and Figures
Removed this page
10/29/2019
5
Revised the first paragraph to include information about interpreting results
for summative assessments.
Moved the section about interpreting student results for IABs and ICAs to the
Interim section.
Replaced the section titled “Smarter Balanced Assessment System” with a
new section, “Overview of the Smarter Balanced Assessment System” with
language and screen shots from the Smarter Balanced website.
10/29/2019
6
Under Two Types of Interim Assessments, added the complete names for IABs
and ICAs in the first sentence
10/29/2019
45 INTERPRETIVE GUIDE FOR ENGLISH LANGUAGE ARTS/LITERACY AND MATHEMATICS | NOV. 13, 2023
Page
Description of Change
Revision
Date
7
Changed the name of the section from “Assessment Content” to Interim
Assessment Content.
Removed “and the same standards” in, “The ICAs measure the same content
and the same standards as the Smarter Balanced Summative Assessment.”
Added information about Focused IABs.
Added new Figure 1. Interim Assessments at a Glance and renumbered
subsequent figures accordingly.
10/29/2019
8
Under Administration of the Interim Assessments, removed a reference to
manner of administration (standardized/non-standardized) being available on
printed student reports
10/29/2019
9
Updated Table 1 to match the examples of standardized and non-standardized
uses of the interim assessments to match the Interim Assessment Guide for
Administration
10/29/2019
10
Under Understanding Smarter Balanced Assessment Results, changed
references to the “Interim Assessment Reporting System” to the Smarter
Reporting System” and added information about summative assessments.
Under Group-Level Results, changed “a classroom of students” to “A teacher’s
classes,” removed “a grade level of students” and clarified the definition of a
group of students.
Under Student-Level Results, added information about the roster of students
that provides information about individual students.
Under Item-Level Results, clarified that these are available for interim
assessments only, and added a description of item information that is
provided for each item (claim, target, item difficulty, standard, maximum
score, and the student’s score for the item).
10/29/2019
46 INTERPRETIVE GUIDE FOR ENGLISH LANGUAGE ARTS/LITERACY AND MATHEMATICS | NOV. 13, 2023
Page
Description of Change
Revision
Date
11
Under Scale Scores and Error Band, added a reference to summative
assessment results including scale scores and an error band.
10/29/2019
12
Added a section titled Group-Level information that includes information
about average scales scores, the Student Score Distribution, and Error of the
Mean.
Changed the title of the section from “Reporting Overall Performance on
Interim Assessments” to “Reporting Overall Performance on Smarter Balanced
Assessments”
Under Interim Assessment Blocks, clarified the description of the IAB
reporting categories in the 3
rd
paragraph.
In the description about Figure 3, replaced “achievement level” with “scale
score” in the last sentence.
10/29/2019
13
In the second paragraph under Figure 3, changed “performance levels” to
“reporting categories” for IABs and added “achievement levels on” the ICA or
summative test in the last paragraph. Also added a reference to the Smarter
Balanced website for the location of the Scoring Specifications.
Changed the section title from “Interim Comprehensive Assessments” to
“Summative Assessments and Interim Comprehensive Assessments.”
Added information about summative assessments including a description of
the Achievement Level Setting process.
Added information about approved cut scores for grades 9 and 10 and the
release of Grade 9 and Grade 10 ICAs beginning in 2019-20.
10/29/2019
47 INTERPRETIVE GUIDE FOR ENGLISH LANGUAGE ARTS/LITERACY AND MATHEMATICS | NOV. 13, 2023
Page
Description of Change
Revision
Date
14
In Figure 4, added the scale score ranges for grades 9 and 10 Mathematics and
grades 9 and 10 ELA
Under Claim Scores, clarified that the reporting system displays claim scores
and added the names of the Claims for ELA and Mathematics.
10/29/2019
15
Added a section about Target Reports for summative assessments, including
information about how target performance is reported (relative to the entire
test and relative to Level 3 (Met the standard).
10/29/2019
16
Added new Figure 5: Sample Target Report for Summative Assessment and
renumbered subsequent figures accordingly
10/29/2019
17
Replaced the screen shot in Figure 6: Student’s Scale Score and Error Band
with an updated report and changed the accompanying text accordingly.
Under Use the Entire Assessment in Combination with Other Indicators,
replaced “assessment form” with “interim assessment” and “IAB” with “test”
in the first paragraph.
10/29/2019
19
Under The IAB Dashboard: A Quick View of Overall Group-level Results, added
“Smarter Reporting System” before “IAB Dashboard” in the first paragraph.
10/29/2019
20
Replaced the screen shot in Figure 8 with an updated report and changed the
descriptive text accordingly.
10/29/2019
25
Under Claims, Targets, Domain, and Standard, updated the location of more
information about claims, targets, and standards on the Smarter Balanced
website.
10/29/2019
27
Replaced references to “Ms. Garcia” with “the teacher” since this is not part
of an example of Classroom use of an IAB.
Replaced screen shots in Figure 15 with updated reports and changed the
accompanying text accordingly.
10/29/2019
28
Replaced the screen shots in Figures 16 and 17 with updated reports and
changed the accompanying text accordingly.
10/29/2019
48 INTERPRETIVE GUIDE FOR ENGLISH LANGUAGE ARTS/LITERACY AND MATHEMATICS | NOV. 13, 2023
Page
Description of Change
Revision
Date
29
In the Writing Trait Score Report section, removed references to “Ms. Garcia”
and replaced with “the teacher.”
Replaced the screen shot in Figure 18 with an updated report and changed the
accompanying text accordingly.
10/29/2019
35
Added Standard Error of the Mean to the Glossary of Terms
10/29/2019
37
Replaced screen shot in Figure A1 with updated blueprint (“Short Text”
changed to “Short Answer.”)
Replaced screen shot in Figure A2 with updated blueprint (“Short Text”
changed to “Short Answer”) with footnote explaining that these items require
hand scoring. Added reference to Short Answer items in the accompanying
text.
10/29/2019
38
Replaced screen shot in Figure A3 with updated blueprint (Narrative
Performance Task) and changed the accompanying text accordingly.
10/29/2019
39
Changed the title of Appendix B from “A Parent and Student Guide to
Understanding the Interim Assessment Reports” to “A Parent and Student
Guide to Understanding the Individual Student Reports.”
Added “and Summative assessments to the first paragraph.
10/29/2019
40
Added two new sections, “What Are the Summative Assessments?” and
“Summative Assessment Results.”
Changed the title of the next section from, “How Accurate are the Interim
Assessments?” to “How Accurate Are the Assessment Results?”
10/29/2019
41
Replaced the screen shot of the Sample Interim Assessment Block Individual
Student Report with an updated report and changed the accompanying text
accordingly.
Added new #3 “Definition of Error Band” and renumbered the next elements
accordingly.
10/29/2019
49 INTERPRETIVE GUIDE FOR ENGLISH LANGUAGE ARTS/LITERACY AND MATHEMATICS | NOV. 13, 2023
Page
Description of Change
Revision
Date
42
Replaced the screen shot of the Sample Interim Comprehensive Assessment
Individual Student Report with an updated report and changed the
accompanying text accordingly.
Added “Student’s scale score and error band to #3 and “*Note: The
Summative Assessment report includes the same reporting elements for
achievement levels and claims.”
10/29/2019
Various
Updated the template to adhere to the new Smarter Balanced style guidelines
4/13/2021
Various
Updated references to Digital Library with Tools for Teachers equivalents in
text and figures.
4/13/2021
Various
Ensured consistency in the use of acronyms (e.g., ELA, ICAs, etc.)
4/13/2021
Various
Added information on the new Smarter Balanced adjusted form summative
blueprint.
4/13/2021
3-6
Modified the Interim Assessments section to better incorporate the new
Focused Interim Assessment Blocks and provide updated information to the
sections on standardized and non-standardized use.
4/13/2021
Various
Updated references and links with the Smarter Content Explorer.
4/13/2021
Various
Updated screenshots of the Smarter Reporting System to reflect informational
and style updates.
4/13/2021
Various
Updated to new Smarter Balanced template and completed accessibility
review and remediation.
4/13/2021
Various
Updated some language for clarity.
11/07/2023
Various
Updated to reflect access to Tools for Teachers within membership.
11/07/2023
Various
Added vetting for accessibility, diversity, inclusion, equity.
11/07/2023
Various
Updated information about the adjusted blueprint.
11/07/2023
Various
Updated to add Focused Interim Assessment Blocks (FIABs).
11/07/2023
Various
Included more information about the Interim Connections Playlists.
11/07/2023
Various
Clarified how interim reports could be used to impact instruction
11/07/2023
50 INTERPRETIVE GUIDE FOR ENGLISH LANGUAGE ARTS/LITERACY AND MATHEMATICS | NOV. 13, 2023
Page
Description of Change
Revision
Date
Various
Adjusted glossary definitions to explain assessment terms.
11/07/2023
Various
Replaced old screenshots of Smarter Balanced Reporting System
11/07/2023
