Teacher and Leader Keys Effectiveness Systems

Georgia Department of Education

Teacher and Leader Keys Effectiveness Systems

Assessment Table of Specifications - (Analyzed by Item)

Using the Table of Specifications to build an assessment is the second step of the assessment development process. The purpose of this table is to detail the content, level of cognitive demand, amount, type, and answer or point value of the measurement items/or tasks. Typically, this is used while also building the assessment. The post-administration analysis should be revisited after completion of the assessment to review and reflect on the results.

Please Note: There are two (2) versions of the ToS available for use: One is organized sequentially by item, and one holistically by standard. LEAs should choose the option that best fit their needs.

Subject: / ELA / Course Number: / Grade: / 4 / Total Items/Tasks: / 20
Assessment Title: / End of Unit 3 Common Assessment / TOS Date: / LEA: / Troup Co. Schools / Please check one or both below.
Pre / Post
X

SLO Measure Development – Complete during SLO Development / Post Administration Analysis –Recommended after post assessment results
*Hover mouse over column title for more information.
Item Number / Domain or Strand
Standard/Element / Item Type
or Task / Standard:
Cognitive Demand (DOK) / Item:
Cognitive Demand (DOK) / # or %
Incorrect / # or %
correct / Analysis/Next Steps
1 / ELAGSE4RL5: Explain major differences between poems, drama, and prose, and
refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
/ MC / DOK 2 / DOK 1
2 / ELAGSE4RL1: Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.
/ MC / DOK 2 / DOK 2 / .
3 / ELAGSE4RL3: Describe in depth a character, setting, or event in a story or
drama, drawing on specific details in the text (e.g., a character’s thoughts,
words, or actions).
/ MC / DOK 2 / DOK 2
4 / ELAGSE4RL5: Explain major differences between poems, drama, and prose, and
refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
/ MC / DOK 2 / DOK 2
5 / ELAGSE4RL2: Determine a theme of a story, drama, or poem from details in the
text; summarize the text.
/ MC / DOK 2 / DOK 3
6 / ELAGSE4RL1: Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.
/ MC / DOK 2 / DOK 1
7 / ELAGSE4RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context. / MC / DOK 2 / DOK 1
8 / ELAGSE4RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context. / MC / DOK 2 / DOK 1
9 / ELAGSE4RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context. / MC / DOK 2 / DOK 2
10 / ELAGSE4RI3: Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based on specific information in the text.
/ MC / DOK 2 / DOK 2
11 / ELAGSE4RI5: Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
/ MC / DOK 2 / DOK 1
12 / LAGSE4RI9: Integrate information from two texts on the same topic in order
to write or speak about the subject knowledgeably.
/ MC / DOK 2 / DOK 1
13 / ELAGSE4RI3: Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based on specific information in the text.
/ MC / DOK 2 / DOK 2
14 / LAGSE4RI9: Integrate information from two texts on the same topic in order
to write or speak about the subject knowledgeably.
/ MC / DOK 2 / DOK 1
15 / ELAGSE4RI5: Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
/ CR / DOK 2 / DOK 3
16 / ELAGSE4RI2: Determine the main idea of a text and explain how it is supported
by key details; summarize the text.
/ MC / DOK 2 / DOK 2
17 / ELAGSE4RI4: Determine the meaning of general academic language and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
/ MC / DOK 2 / DOK 2
18 / LAGSE4RI9: Integrate information from two texts on the same topic in order
to write or speak about the subject knowledgeably.
/ MC / DOK 2 / DOK 2
19 / ELAGSE4RI5: Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
/ MC / DOK 2 / DOK 2
20 / ELAGSE4RI4: Determine the meaning of general academic language and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
/ MC / DOK 2 / DOK 2

Richard Woods, State School Superintendent

July 7, 2014 ● Page 1 of 8