2006 CSAP Item Map
LEGEND:
Performance Level: In actuality, Performance Levels are assigned to students, not to items. Each item does not have an identification
such as "Advanced Level," "Proficient Level," etc. This label has historically been provided to further clarify the difficulty of an item.
This category is best understood when considered with respect to the range of performance in relation to the students.
For example: "The difficulty of this item was within the Unsatisfactory range."
"The difficulty of this item was within the Partially Proficient range."
"The difficulty of this item was within the Proficient range."
"The difficulty of this item was within the Advanced range."
Order of Difficulty: Indicates the level of difficulty based on actual student performance. It may be thought of this way:
more actual students answered correctly items at the lowest level of difficulty and fewer actual students answer correctly
the items at the highest level of difficulty.
Item Number: Indicates the actual item number within the test booklet. If an item # is missing, one of two things could be true:
1. Reading/Writing tests - Writing contains Item #s 1 and 2, then Reading contains #3 and so on.
If an item # is missing from either Reading or Writing, it may be found in the other content area.
2. A missing item may have been suppressed. An item is suppressed, or removed from the
calculations, if it is recognized as not operational as a quality measure of the assessment
objective. Any suppressed items are not used in calculations of student scores.
.
Part: Indicates for some items that there are separate actual item points assigned to one task as a student would see it.
For example - the Editing task is labeled as "Item #2" yet it is scored as six separate items - one each for spelling, punctuation, grammar
usage, etc
Item Type:
MC = Multiple Choice; SCR = Short Constructed Response;
CR = Constructed Response; ECR = Extended Constructed Response (Writing CSAP only)
DOK: Indicates the Depth of Knowledge (complexity) the item requires of students. (See Depth of Knowledge on CDE website).
Note: The DOK level is assigned to each ITEM and not to each score point. This means that an item may have one point
that requires a low complexity, but has an overall DOK level that is high level because there are score points requiring
more complex skills.
Points for Item: 1 of ' x' means that 1 point out of 'x' possible points for constructed response items. Example: 1 of 3, 2 of 3,
3 of 3. The first time the item occurs in the list indicates the scale location of 67 percent of students scoring 1 point on that item;
the second time indicates the scale location of 67 percent of students scoring 2 points on that item, and so on.
Standard: Indicates the Assessment Objective the item is measuring. In Writing, the Extended and Paragraph Writing may be assigned a
Standard rather than a single Assessment Objective.
Subcontent Area: Items are developed to measure each Assessment Objective within a Standard. Following test construction, each
item is reviewed for their alignment to subcontent areas. Subcontent areas are required to have a minimum of ten points on each test.
Given the small number of points assigned within each subcontent area, the standard error of measurement is too large to accurately
diagnose an individual student need, but may be used to point educators in the direction of need for more in-depth diagnostic assessments
to be used at the school and classroom level. These areas are provided to enable districts and schools to further diagnose the needs at a
curricular or program level where large numbers of students will reduce the standard error of measurement.
Performance Skill: Indicates the skill used by students to answer the specific item successfully. Given that some items do have multiple
points assigned to them, these skills will sometimes build in complexity or difficulty of skill within the same item depending on the assignment
of the level of difficulty for that point (again, based on actual student performance).
Note: In Writing, the type of writing prompt is noted within the Performance Skill comments. Following are the type of writing prompts for the
2006 CSAP. Please note that work is being done to create a balance of each type on each grade level.
Narrative: Narrative mode fictional in nature. May be imaginary or story-like.
Personal Narrative: Narrative mode generally reflective of personal experience.
Descriptive/Informational: Descriptive mode. May be asked to describe or provide information about
a familiar place, person or object.
Persuasive: Persuasive mode. May be asked to persuade or convince the reader of something.
July, 2006
2006 Writing CSAP Grade 10 Item Map
Performance Order of Scale Item Item Points for Subcontent
Part DOK Standard Performance Skill
Level Difficulty Location Number Type Item Area
Extended PLAN a piece of writing. (Note: students demonstrating quality writing in
U 1 303 1 3 ECR 1 of 1 2.b final draft also demonstrate quality in the details within their planning - outlining,
Writing lists, obvious use of beginning-middle-end strategies.)
Extended Writing process skills: Style and Fluency
U 2 324 3 B 3 ECR 1 of 4 2
Writing Descriptive/Informational prompt. See Analytic Rubric.
Extended Writing process skills: Language Usage
U 3 327 3 C 3 ECR 1 of 2 3
Writing Descriptive/Informational prompt. See Analytic Rubric.
Extended Writing process skills: Content /Organization
U 4 362 3 A 3 ECR 1 of 4 2
Writing Descriptive/Informational prompt. See Analytic Rubric.
Paragraph Writing process skills.
U 5 399 73 2 SCR 1 of 4 2.a
Writing Persuasive prompt. See Holistic Rubric.
Paragraph Writing process skills.
U 6 407 115 2 SCR 1 of 4 2.a
Writing Descriptive/Informational prompt. See Holistic Rubric.
Extended Writing process skills: Content /Organization
U 7 421 3 A 3 ECR 2 of 4 2
Writing Descriptive/Informational prompt. See Analytic Rubric.
Extended Writing process skills: Style and Fluency
U 8 424 3 B 3 ECR 2 of 4 2
Writing Descriptive/Informational prompt. See Analytic Rubric.
Paragraph Writing process skills.
U 9 428 95 2 SCR 1 of 4 2.a
Writing Persuasive prompt. See Holistic Rubric.
Paragraph Writing process skills.
U 10 442 73 2 SCR 2 of 4 2.a
Writing Persuasive prompt. See Holistic Rubric.
Paragraph Writing process skills.
U 11 444 115 2 SCR 2 of 4 2.a
Writing Descriptive/Informational prompt. See Holistic Rubric.
Paragraph Writing process skills.
PP 12 466 95 2 SCR 2 of 4 2.a
Writing Persuasive prompt. See Holistic Rubric.
Grammar & Given choices, identify a complete sentence: sentence
PP 13 476 58 1 MC 1 3.a
Usage structure: grammar.
Given choices, identify a complete sentence: sentence
PP 14 485 62 1 MC 1 3.c Mechanics
structure.
Grammar & Given choices, identify a complete sentence: sentence
PP 15 487 61 1 MC 1 3.a
Usage structure: grammar.
Paragraph Given choices, identify the supporting details for a given
PP 16 493 72 1 MC 1 2.f
Writing paragraph: organization of ideas.
Identify a multiple meaning vocabulary word that completes
PP 17 493 55 1 MC 1 2.i
two sentences.
Paragraph Given choices, identify supporting details for a given topic
PP 18 499 67 1 MC 1 2.d
Writing sentence.
Grammar & Given choices, identify a complete sentence: sentence
PP 19 499 59 1 MC 1 3.c
Usage structure.
CDE Unit of Student Assessment July, 2006 Page 2 of 5
2006 Writing CSAP Grade 10 Item Map
Identify a multiple meaning vocabulary word that completes
PP 20 506 90 1 MC 1 2.i
two sentences.
Extended Writing process skills: Language Usage
PP 21 506 3 C 3 ECR 2 of 2 3
Writing Descriptive/Informational prompt. See Analytic Rubric.
Grammar & Given choices, identify a complete sentence: sentence
PP 22 514 93 1 MC 1 3.b
Usage structure.
Grammar & Given choices, identify a complete sentence: sentence
PP 23 515 82 1 MC 1 3.b
Usage structure.
Edit a paragraph containing errors.
Grammar &
PP 24 517 2 F 1 CR 1 of 1 3.b Identify correctness of an underlined word/phrase and
Usage
correct if necessary: subject/verb agreement.
Grammar & Given choices, identify a complete sentence: sentence
PP 25 518 83 1 MC 1 2.h
Usage structure.
Paragraph Given choices, identify the supporting details for a given
PP 26 520 71 1 MC 1 2.f
Writing paragraph: organization of ideas.
Grammar & Given choices, identify a complete sentence: sentence
PP 27 536 60 1 MC 1 3.c
Usage structure.
Identify a multiple meaning vocabulary word that completes
PP 28 540 94 1 MC 1 2.h Mechanics
two sentences.
Grammar & Given choices, identify a complete sentence: sentence
PP 29 540 69 1 MC 1 3.b
Usage structure: standard English.
Grammar & Given choices, identify a complete sentence: sentence
PP 30 547 85 1 MC 1 3.c
Usage structure.
Given choices, use knowledge of sentence of structure to
PP 31 552 89 1 MC 1 2.h Mechanics
identify the best way to combine three sentences.
Grammar & Given choices, identify a complete sentence: sentence
PP 32 554 81 1 MC 1 3.a
Usage structure.
Paragraph Given choices, identify the best topic sentence for a given
PP 33 555 70 1 MC 1 2.f
Writing paragraph: organization of ideas.
Grammar & Given choices, identify a complete sentence: sentence
PP 34 557 79 1 MC 1 3.c
Usage structure.
Given choices, identify the sentence containing the correct
PP 35 557 56 1 MC 1 3.d Mechanics
capitalization and punctuation.
Paragraph Given choices, identify supporting details for a given topic
PP 36 565 68 1 MC 1 2.d
Writing sentence.
Given choices, use knowledge of sentence of structure to
PP 37 575 88 1 MC 1 2.h Mechanics
identify the best way to combine three sentences.
Edit a paragraph containing errors.
PP 38 575 2 B 1 CR 1 of 1 3.d Mechanics Identify correctness of an underlined word/phrase and
correct if necessary: punctuation.
Grammar & Given choices, identify a complete sentence: sentence
P 39 585 80 1 MC 1 3.c
Usage structure.
CDE Unit of Student Assessment July, 2006 Page 3 of 5
2006 Writing CSAP Grade 10 Item Map
Given choices, use knowledge of sentence of structure to
P 40 588 77 1 MC 1 2.h Mechanics
identify the best way to combine three sentences.
Paragraph Writing process skills.
P 41 605 73 2 SCR 3 of 4 2.a
Writing Persuasive prompt. See Holistic Rubric.
Paragraph Writing process skills.
P 42 609 95 2 SCR 3 of 4 2.a
Writing Persuasive prompt. See Holistic Rubric.
Edit a paragraph containing errors.
Grammar &
P 43 617 2 A 1 CR 1 of 1 3.b Identify correctness of an underlined word/phrase and
Usage
correct if necessary: spelling.
Extended Writing process skills: Style and Fluency
P 44 620 3 B 3 ECR 3 of 4 2
Writing Descriptive/Informational prompt. See Analytic Rubric.
Extended Writing process skills: Content /Organization
P 45 621 3 A 3 ECR 3 of 4 2
Writing Descriptive/Informational prompt. See Analytic Rubric.
Edit a paragraph containing errors.
P 46 629 2 E 1 CR 1 of 1 3.e Mechanics Identify correctness of an underlined word/phrase and
correct if necessary: capitalization.
Grammar & Given choices, identify a complete sentence: sentence
P 47 635 84 1 MC 1 3.b
Usage structure.
Given choices, identify the sentence containing the correct
P 48 639 57 1 MC 1 3.e Mechanics
capitalization and punctuation.
Grammar & Given choices, identify the word that best completes a
P 49 642 54 1 MC 1 3.d
Usage sentence: punctuation, apostrophes.
Given choices, identify the sentence with the correct
P 50 643 75 1 MC 1 3.e Mechanics
capitalization.
Edit a paragraph containing errors.
P 51 644 2 D 1 CR 1 of 1 3.e Mechanics Identify correctness of an underlined word/phrase and
correct if necessary: spelling.
Paragraph Writing process skills.
P 52 653 115 2 SCR 3 of 4 2.a
Writing Descriptive/Informational prompt. See Holistic Rubric.
Grammar & Given choices, identify a complete sentence: sentence
P 53 656 63 1 MC 1 3.b
Usage structure: standard English.
Given choices, identify the word that best completes a
P 54 663 91 1 MC 1 2.i
sentence: vocabulary meaning.
Given choices, use knowledge of sentence of structure to
P 55 669 78 1 MC 1 2.h Mechanics
identify the best way to combine three sentences.
Grammar & Given choices, identify a complete sentence: sentence
P 56 671 92 1 MC 1 3.b
Usage structure.
Edit a paragraph containing errors.
A 57 717 2 C 1 CR 1 of 1 3.d Mechanics Identify correctness of an underlined word/phrase and
correct if necessary: punctuation.
Grammar & Given choices, identify a complete sentence: sentence
A 58 731 65 1 MC 1 3.b
Usage structure: standard English.
CDE Unit of Student Assessment July, 2006 Page 4 of 5
2006 Writing CSAP Grade 10 Item Map
Grammar & Given choices, identify a complete sentence: sentence
A 59 732 87 1 MC 1 3.b
Usage structure.
Paragraph Given choices, identify supporting details for a given topic
A 60 736 66 1 MC 1 2.d
Writing sentence.
Given choices, identify the sentence with the correct
A 61 747 76 1 MC 1 3.d Mechanics
punctuation.
Grammar &
A 62 784 74 1 MC 1 3.b Identify ideas stated using standard English.
Usage
Extended Writing process skills: Style and Fluency
A 63 786 3 B 3 ECR 4 of 4 2
Writing Descriptive/Informational prompt. See Analytic Rubric.
Grammar & Given choices, identify a complete sentence: sentence
A 64 796 86 1 MC 1 3.b
Usage structure.
Paragraph Writing process skills.
A 65 802 95 2 SCR 4 of 4 2.a
Writing Persuasive prompt. See Holistic Rubric.
Extended Writing process skills: Content /Organization
A 66 805 3 A 3 ECR 4 of 4 2
Writing Descriptive/Informational prompt. See Analytic Rubric.
Grammar & Given choices, identify a complete sentence: sentence
A 67 806 64 1 MC 1 3.b
Usage structure: standard English.
Paragraph Writing process skills.
A 68 810 73 2 SCR 4 of 4 2.a
Writing Persuasive prompt. See Holistic Rubric.
Paragraph Writing process skills.
A 69 819 115 2 SCR 4 of 4 2.a
Writing Descriptive/Informational prompt. See Holistic Rubric.
CDE Unit of Student Assessment July, 2006 Page 5 of 5