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CCSS Reading Measures and Standards Alignment

The CCSS (Common Core State Standards) reading measures are comprehension assessments utilizing a variety of text. For example, informational text, literary text, and read to perform a task, are all drawn from one of the CCSS Reading measures. Each of the measures includes five short prompts with five corresponding questions; the total score is the number of items answered correctly out of a possible 25.

The CCSS reading measures have informational text as part of them. The measures themselves have 25 questions. Of these, the first 10 relate to short literary text, the second 10 relate to informational text, and the last five relate to read to perform a task activities in which students must interpret graphs, charts, and other graphics to answer the questions.

To find this information, for example, have your students take a CCSS reading measure then go to the Reports tab. Click on Groups tab and select the group(s) that took those measures. Scroll down the page to the CBMs section and select CCSS Reading. Continue scrolling down the page past the Summary section to Item Analysis. Here you’ll find the break-down of Read to Perform a Task, Informational Text, and Short Literary Text Items.

The CCSS Reading measures/items are designed to address CCSS reading in Literature, Informational Text, and Literacy in Science and Technical Subjects through the three sub-tests included in each form:

The Literary Text sub-tests assess students’ ability to understand key ideas and details and identify elements related to craft and structure that contribute to their ability to discern the meaning of a wide range of text types varying in complexity. The texts include stories, short dramas, and poetry. The Informational Text and Read to Perform a Task sub-tests present students with a wide range of non-fiction text, varying in complexity, and require students to demonstrate their ability to understand key ideas and details and identify elements of the writing craft and structure that contribute to the meaning of the text. Texts for these sub-tests are drawn from a variety of content areas, and include biographies and autobiographies, history, social studies, science, and the arts; as well as technical texts, including directions, forms, and information displayed in graphs, charts, or maps on a range of topics.

While we have not yet conducted a formal alignment study by individual standards for the CCSS Reading assessments, we have some information including in bold, below.

In the CCSS Reading grade-level technical reports (#s 1221 to 1226), the CCSS to which each item was written is given — Tables 11-13 have the information for the three seasonal benchmarks (Fall = BM1, W = BM2, S = BM3), and Tables 1-10 have this information for the 10 progress-monitoring test forms. I have attached the Grade 4 tech report #1222 to this email, Grades 3-8 can be found and downloaded here: http://www.brtprojects.org/publications/technical-reports/, scroll down to 2012 and look for those tech report numbers and titles if you or colleagues need them. The CCSS standards information should be in the same tables for benchmarks and progress-monitoring forms across the grades.

Again, a formal alignment study is planned but has not yet been conducted, so these are the CCSS standards to which the items in the CCSS Reading tests were written to align — an important nuance.

Last Updated: February 8th, 2017
Filed under: FAQ