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WorksheetsPRE-ASSESSMENT: STANDARDS-BASED ASSESSMENT (PBP1)
Total questions: 64
Worksheet time: 32mins
What is a benefit of a standards-based grading system for high-achieving students?
Instruction can be easily adjusted to provide new, more complex learning targets.
It is easy to keep high-achieving students motivated with high scores on most assignments.
High-achieving students can be identified easily by comparing student scores.
It is easy to create special assignments and extra credit opportunities for high-achieving students.
How is a narrative-based system different than a standards-based grading system?
The narrative grading system uses proficiency scores to a great extent, but the standards-based grading system does not.
The standards-based grading system uses proficiency scores, but the narrative grading system does not.
The narrative grading system is used to determine proficiency scores for written tasks, while the standards-based system is used to report state-level proficiency scores.
The standards-based system is used to report state-level proficiency scores, while the narrative grading system is used to determine proficiency scores for written tasks.
Which factor distinguishes norm-referenced grading from standards-based grading?
Grade point average (GPA)
Performance of the rest of the class
Definition of grading standards
What is a benefit of using standards-based grading compared to norm-referenced grading?
Standards-based grading provides more feedback than norm-referenced grading.
Standards-based grading is more open to adjustments in instruction than norm-referenced grading.
Standards-based grading is easier for score users to understand than norm-referenced grading.
Standards-based grading is more focused on the learning targets than norm-referenced grading.
Why do teachers only grade student work related to the achievement of learning targets in standards-based grading systems?
Behaviors like participation and attendance are too subjective to grade.
Behaviors like participation and attendance are not as important as learning targets.
Teachers are able to help students focus on learning goals and track their progress.
Teachers are able to assign more assessments and provide more frequent feedback.
A grading scale reflects the following details: 4 achievement levels — Advanced, 3 achievement levels — Meets expectations, 2 achievement levels — Partial mastery, 1 achievement level — Little or no mastery. Which grading system does this grading scale represent?
Norm-referenced grading
Standards-based grading
How do standards-based grading systems support struggling students compared to other common grading systems?
By giving fewer summative assessments
By focusing on positive feedback rather than negative feedback
By allowing students to redo lessons and assignments as many times as necessary
By providing many easy-to-master assignments
What is one difference between using criterion-referenced scoring in standards-based grading systems as opposed to using norm-referenced scoring?
Criterion-referenced scoring is easier to use when determining class rank than norm-referenced scoring.
Criterion-referenced scoring is not used on standardized tests, while norm-referenced scoring is.
Criterion-referenced scoring uses standards that are easier to adjust than those used in norm-referenced scoring.
Criterion-referenced scoring measures student progress toward mastery of specific criteria, while norm-referenced scoring measures progress relative to percentiles.
What is a criticism of standards-based grading systems?
They do not reflect students' proficiency in soft skills such as time management and creativity.
They do not account for student behavior issues, so classroom management is more challenging.
They reduce the level of complexity to oversimplified learning targets, so students are not challenged.
Which problematic assessment practice does standards-based grading help teachers avoid?
Sampling one individual standard rather than multiple standards
Merging state and district standards
Unpacking sets of standards
Tagging multiple standards
Which statement is a criticism of standards-based grading systems?
Assessments are too narrowly focused.
There is little room for differentiation.
Instruction is too rigid.
The system requires teachers to be experts in state standards.
How are measurement topics beneficial to teachers?
They enable teachers to assess all the required state standards.
They help teachers identify a small set of themes to focus on during instruction.
They enable teachers to rename groups of focus statements.
They help teachers avoid incidental learning that is unrelated to the measurement topic.
An English language arts teacher is unpacking the following standard: CCSS.ELA-Literacy.RL.7.10: “By the end of the year, read and comprehend literature, including stories, dramas, and poems for grades 6-8 text complexity band proficiently with scaffolding as needed, at the high end of the range” (Common Core Standards Initiative, 2021). Which terms reflect the content of the standard?
A) Read, comprehend
B) Stories, dramas, poems
C) Complexity, scaffolding
D) Year end, high end of the range
A teacher must determine a relevant focus statement based on this standard for a U.S. history course: "The student understands the differences between the economic, technological, and human resources of both sides of a conflict." Which focus statement reflects this standard?
Debates the pros and cons of an economic relief policy
Explains the timeline and outcome of a national conflict
Knows about the materials that contributed to an event and its outcome
Uses primary sources to describe the events leading up to a conflict
Which focus statement represents procedural knowledge?
Learns how to use a calculator
Composes sentences using a keyboard
Memorizes spelling words
Which focus statement represents declarative knowledge?
Comprehends who the antagonist is in a short story
Explains who the audience is in a persuasive essay
Predicts who the protagonist is in a novel
Supports with evidence the theme of a biography
Which focus statement represents procedural knowledge?
Comprehends prime factorization
Knows the Pythagorean theorem
Remembers the quadratic equation
Writes Roman numerals from 1 to 100
A 10th-grade world history teacher is reviewing the following standard for the curriculum and making note of the measurement topics: HSS-10.2.2: "List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791)" (California Department of Education, 1998). Which measurement topic aligns to the given standard?
Historical documents
Modern warfare
A high school theater arts teacher is reviewing the following standard for the curriculum and making note of the measurement topics: B.AE.1.2: "Explain how the major technical elements, such as sound, lights, set, and costumes, are used to enhance formal or informal productions" (North Carolina Essential Standards Theatre, 2019). Which measurement topic aligns to the given standard?
Nonverbal communication
Stage design
Stage blocking
Vocal expression
An eighth-grade social studies teacher is reviewing the following standard for the curriculum and making note of the measurement topics: INQ 9-12.5: "Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources" (Connecticut Social Studies Frameworks, 2015). Which measurement topic aligns to the given standard?
Debate
Thesis statements
Historical context
Research
A high school psychology teacher is reviewing the following standard for the curriculum and making note of the measurement topics: Standard Area: Personality 1.1: "Explain how biological and environmental factors interact to influence personality" (American Psychological Association, 2022). Which measurement topic aligns to the given standard?
Behavior
Cognition
Genetics
Sociology
A 10th-grade English language arts (ELA) teacher is reviewing the following standard for the curriculum and making note of the measurement topics: CCSS.ELA-LITERACY.W.9-10.1: "Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence" (Common Core Standards Initiative, 2021). Which measurement topic aligns to the given standard?
Vocabulary
Persuasion
Transitions
Audience
A fourth-grade social studies teacher is reviewing the following standard for the curriculum and making note of the measurement topics: SOCIAL STUDIES.4.5.A: "Explain the impact of various events on life in Texas such as the Great Depression, the Dust Bowl, and World War II" (Texas Essential Knowledge and Skills for Social Studies, 2018). Which measurement topic aligns to the given standard?
Politics
Geography
History
Government
A teacher wants to design a proficiency scale that will consider each student's varied level of understanding of the measurement topics. Which type of proficiency scale offers this benefit?
Demonstration-of-skills scale
Consistency-of-behavior scale
Half-point scale
Generic scale
How do proficiency scales help teachers create assessments?
They provide detailed descriptions of the specific knowledge and skills that are considered most important.
They provide a continuum of knowledge levels and skills related to a specified standard.
They list statements of approved educational benchmarks at specified grade levels.
They provide a collection of learning targets with complexity beyond an academic standard.
How do proficiency scales address weaknesses in standardized performance assessments?
By providing specific feedback to students.
By increasing the difficulty of assessments.
By reducing the number of assessments given.
By standardizing grading across all subjects.
How can teachers use proficiency scales to facilitate learning progress?
Ask students to use the proficiency scales to evaluate peer assignments aligned with targets in a standard
Encourage students to work independently to complete activities aligned with targets in a standard
Isolate learning targets within a standard to ensure students understand the connection with activities
Explain to students how the learning targets can be used to progress toward a standard measured on the proficiency scale
A high school mathematics teacher is reviewing the following standard in order to develop an assessment for an upcoming statistics unit: CCSS.Math.Content.HSS.MD.A.3: "Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value. For example, find the theoretical probability distribution for the number of correct answers obtained by guessing on all five questions of a multiple-choice test where each question has four choices, and find the expected grade under various grading schemes" (Common Core State Standards Initiative, 2021). Which proficiency scale statement measures target level 3.0 proficiency for procedural knowledge based on the given standard?
The student will develop a probability distribution for a random variable and then find the expected value.
The student will understand how to develop a probability distribution for random variables in a sample space.
The student will identify a random variable defined for a sample space to calculate theoretical probabilities.
The student will describe how to calculate a theoretical probability and then how to find the expected value.
A third-grade teacher is developing a proficiency scale to assess students' procedural knowledge of sentence construction. The scale is based on the following standards:
CCSS.ELA-Literacy.L.3.1: "Demonstrate command of the conventions of standard English grammar and usage when writing or speaking" (Common Core Standards Initiative, 2021).
CCSS.ELA-Literacy.L.3.1.a: "Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences" (Common Core Standards Initiative, 2021).
CCSS.ELA-Literacy.L.3.1.i: "Produce simple, compound, and complex sentences" (Common Core Standards Initiative, 2021).
Which proficiency scale statement measures procedural knowledge at target level 3.0 proficiency for the given standards?
The student will format a complex sentence with proper nouns, active verbs, and direct or indirect objects.
A statement that lists basic facts and definitions related to the standards.
A statement that requires students to recall information without application.
A statement that measures the ability to identify errors in a process without performing it.
Which proficiency scale statement measures procedural knowledge at developing level 2.0 for the given standards?
The student can perform basic steps of the procedure with guidance.
The student can independently apply advanced procedures to new situations.
The student can only recall factual information related to the standards.
The student demonstrates mastery of all procedural and conceptual knowledge.
A music teacher is creating a proficiency scale for students for the measurement topic of song composition. Which proficiency scale statement measures procedural knowledge at advanced level 4.0 proficiency for the given measurement topic?
The student will identify the parts of a song.
The student will compose and sing a song, including two verses and a chorus.
The student will compare the choruses and verses of several songs.
The student will distinguish between different types of songs.
A team of teachers is reviewing the English language arts department's standards. The team plans to update proficiency scales to better align with the standards for the curriculum. One standard under review is the following: CCSS.ELA-Literacy.RST.6-8.7: "Integrate quantitative or technical information expressed using words in a text with a version of that information expressed visually using a flowchart, diagram, model, graph, or table" (Common Core Standards Initiative, 2021). Which proficiency scale statement aligns with developing level 2.0 proficiency for the given standard?
The student will describe technical information in a text and integrate it into a diagram.
The student, with help, will combine text with a visual image.
The student will depict technical information from a text in a table.
A fifth-grade teacher is creating a proficiency scale to assess the following standards: CCSS.ELA-Literacy.RF.5.3: "Know and apply grade-level phonics and word analysis skills in decoding words" (Common Core State Standards Initiative, 2021). CCSS.ELA-Literacy.RF.5.3.a: "Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context" (Common Core State Standards Initiative, 2021). Which proficiency scale statement measures developing level 2.0 proficiency for the given standards?
The student will identify syllabication patterns to successfully read out-of-context unfamiliar words.
The student, with help, will demonstrate letter-sound combinations.
The student will identify morphology to aid in accurate reading of unfamiliar in-context words.
The student will describe phonics and decoding techniques.
An English language arts teacher is designing a proficiency scale to assess students' declarative knowledge about the measurement topic of literary concepts. Which proficiency scale statement corresponds to developing level 2.0 proficiency for the given measurement topic?
The student will explain how an author's voice impacts a story.
The student will predict what would happen if the protagonist and antagonist switched roles.
The student will compare multiple stories by the same author.
The student will determine the central theme of a story.
What characteristic of parallel assessments refers to the measuring of the same trait on all forms of the test?
Unidimensionality
Internal consistency
Vertical scalability
Fairness
What is a characteristic of parallel assessments?
They assess multiple standards.
They are administered to different groups of students in order to compare scores.
They are administered concurrently to determine reliability.
They assess the full scope of a standard or learning objective.
What is the purpose of parallel assessments?
To determine a student's report card grade
To determine student placement in advanced classes
To determine whether a student should pass or fail a course
To determine a student's depth of knowledge of a measurement topic
Mistake
What is the purpose of parallel assessments?
To determine a student's depth of knowledge of a measurement topic
To assess students in different subjects simultaneously
To evaluate group projects only
To measure the speed of learning new topics
Which example illustrates response-code scoring?
High partial accuracy (HP),
A student receives full marks for all correct answers only, no partial credit given.
Scores are assigned based on the number of attempts made, regardless of accuracy.
The final score is determined by the time taken to complete the test, not the answers.
Which statement accurately describes response-code scoring for a traditional test?
A student's score is based on all homework and test grades averaged cumulatively.
The highest grade earned in a class is given a score of 100, then all other grades are calculated based on that score.
Each answer on a student's test is given a label, and the pattern of labels is used to determine the student's level of proficiency..
Each answer on a student's test is given a label, and the pattern of labels is used to determine the student's score.
A teacher is developing an assessment blueprint that includes a standard four-point proficiency scale. How should the teacher allocate the number of items for each proficiency level?
Include a decreasing number of items for each level as complexity increases
Include more items for the highest proficiency level
Include fewer items for the lowest proficiency level
Allocate items randomly across levels
A high school science teacher is designing an assessment blueprint for the given measurement topic, standard, and proficiency scale. Measurement Topic: Ecosystems Standard: NGSS: HS-LS2-6: "Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem" (Next Generation Science Standards, 2013). Proficiency Level Learning Target 4.0 The student will make predictions about changes to ecosystems. 3.0 The student will classify creatures that dwell in different ecosystems based on a predator status. 2.0 The student will describe elements of various ecosystems. 1.0 The student will identify different ecosystems. Which item type could the teacher include to assess advanced level 4.0 proficiency?
Drag-and-drop items that ask students to match animals to the ecosystems they live in
Multiple-choice items that ask students to select the correct ecosystem
Matching items that ask students to identify different ecosystems
A short essay that asks students to elaborate on the potential impact climate change might have on ecosystems
Which component of an assessment blueprint increases complexity?
Proficiency scales
Item types
Performance indicators
Backmapping process
To ensure the proper complexity levels are assessed for each student, the assessment blueprint should include:
differentiated tasks based on proficiency levels
a single standard set of questions for all students
randomly selected questions regardless of proficiency
only advanced-level questions for all students
The components of an assessment blueprint that ensure proper assessment coverage are:
Percentage of items and difficulty level for each topic
Question font and color scheme
Student names and ID numbers
Test duration and seating arrangement
An eighth-grade English language arts (ELA) teacher is designing an assessment blueprint for the given measurement topic, standard, and proficiency scale.
Measurement Topic: Analyzing Claims, Evidence, and Reasoning
Standard: RW.8.3.1: "Write well-organized and cohesive arguments, distinguishing claim(s) from opposing claims and use language to clarify connections among claims, reasons, and evidence" (Colorado Department of Education, 2020).Proficiency LevelLearning Target4.0The student will analyze the distinction between opposing claims and apply clarifying language based on reasons and evidence.3.0The student will craft structured and cohesive arguments using appropriate language, making connections with reasons and evidence.2.0The student will distinguish the difference between claims, reasons, and evidence in a well-organized argument.1.0The student will identify a topic for an argument to present in a composition.
Which item type could be included to assess target level 3.0 proficiency?
An extended constructed-response item that asks students to offer and support an opinion
A multiple-choice question identifying the main idea of a passage.
A true/false question about the definition of a claim.
A matching exercise pairing vocabulary words with definitions.
Which score must be considered when using the method of mounting evidence to determine a student’s summative score?
The most recent assessment score
The oldest assessment score
The average score of all assessments
The most frequent score on all assessments
What indicates the concept of best fit when analyzing assessment scores?
The lowest percentage of error between actual and predicted scores
The highest percentage of error between actual and predicted scores
The least difference between actual and predicted scores
The greatest difference between actual and predicted scores
Why are mathematical models used in standards-based grading?
To estimate student true summative scores
To estimate student true formative scores
How is a student’s true score related to the error score?
To estimate student true summative scores
To estimate student true formative scores
To measure student true summative scores.
To measure student true formative scores.
What is important to consider about the accuracy of true scores when assessing student knowledge?
The true score is the student’s error score plus their observed score for that assessment.
The true score is the average of the student’s scores over time minus their highest error rate during that period of time.
The true score is the student's score on an assessment after adjusting for the class’s average error score.
The true score is an estimate of the actual score if the student had a zero-error score..
A student achieved the following assessment scores for a measurement topic, based on a four-point proficiency scale:
0.5
1.5
2.0
2.0
2.5
2.5
3.0
The teacher estimated the student's true summative score, rounded to the nearest tenth, is 3.1.
Which mathematical model did the teacher use to estimate the student's true summative score?
Linear trend
Decaying average
Median
Average
A student achieved the following assessment scores for a measurement topic, based on a four-point proficiency scale: 1. 2.0 2. 2.0 3. 2.5 4. 3.0 5. 4.0 What is the student's summative score, rounded to the nearest tenth, using the average model?
2.7
2.9
3.0
3.3
A third-grade teacher has completed the assessment blueprint and is now writing assessment items for the given measurement topic, standard, and proficiency scale.
Measurement Topic: Key Ideas and Details
Standard: CCSS.ELA-Literacy.RI.3.3: "Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect" (Common Core Standards Initiative, 2021).Proficiency LevelLearning Target4.0The student will evaluate the steps involved in a scientific procedure and critique the cause and effect of the steps.3.0The student will organize scientific concepts and analyze the relationships using key details.2.0The student will interpret the sequence and relationship of a series of steps in a scientific process.1.0The student will identify the steps in a scientific process.
Which assessment item corresponds to target level 3.0 on the proficiency scale?
Apply key details to classify given scientific topics and examine the relationships.
Generate guidelines to complete a scientific procedure, including the cause-and-effect relationship.
Recognize and list key steps in a scientific process.
Summarize the reasons for completing each step in a scientific process.
A fifth-grade math teacher has completed the assessment blueprint and is now writing assessment items for the given measurement topic, standard, and proficiency scale.
Measurement Topic: Numbers and Operations
Standard: CCSS.Math.Content.5.NBT.B.7: "Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used" (Common Core Standards Initiative, 2021).Proficiency LevelLearning Target4.0The student will execute a variety of operations within a concrete model, implement the chosen strategy, and defend the reasoning for its use.3.0The student will perform relevant operations for given exercises by applying strategies based on properties of those operations.2.0The student will interpret which operation to use and perform the operation in given exercises.1.0The student will recognize which operation to use in given exercises.
Which item corresponds to developing level 2.0 on the proficiency scale?
Select the appropriate operations in the given exercises and perform the necessary calculations.
To skip unnecessary steps and save time.
To make the process more complicated.
To avoid following any guidelines.
A high school geography teacher has completed the assessment blueprint and is now writing assessment items for the given measurement topic, standard, and proficiency scale.
Measurement Topic: Geography of Earth Systems
Standard: SS.111: "Use geographic tools and resources to analyze Earth's human systems and physical features to investigate and address geographic issues" (Colorado Department of Education, 2022).Proficiency LevelLearning Target4.0The student will construct a visual representation of a specific Earth system and its features and will assess the environmental impact.3.0The student will analyze a specific Earth system and its features and will explain the environmental characteristics.2.0The student will classify the physical features of a specific Earth system.1.0The student will recognize physical features of a specific Earth system.
Which assessment item corresponds to level 2.0 on the proficiency scale?
Apply appropriate strategies for number operations to divide decimals to the hundredths in the given exercises.
Select the appropriate operations in the given exercises and perform the necessary calculations.
Arrange the physical features of the given Earth systems according to their correct categories as living or nonliving.
Generate a concrete model in which to perform operations and implement the appropriate strategy.
A high school digital media teacher has completed the assessment blueprint for the given measurement topic and standard and is now writing the assessment. The teacher is considering the following assessment item for the target 3.0 proficiency level: Measurement Topic: Narrative Storytelling Standard: M.5.2.2: "Compare and contrast the development of similar themes across two or more media products and analyze how they emerge and are shaped and refined by specific details" (Indiana Department of Education, 2023). Item for Consideration: Generate a research project that compares, contrasts, and analyzes the theme of school choice across at least three forms of digital media. What is problematic about including this item?
It assesses content that is unrelated to the standard.
It contains biased content.
It is not constructed properly.
It does not assess the correct proficiency level.
A student achieved the following assessment scores for a measurement topic, based on a four-point proficiency scale: 1. 1.5 2. 2.5 3. 2.5 4. 3.0 5. 3.0 6. 3.0 7. 3.5 8. 3.5 Which conclusion can be drawn about the student's mastery of the content?
The student is demonstrating exceeding proficiency.
The student is demonstrating proficiency.
A student achieved the following assessment scores for a measurement topic, based on a four-point proficiency scale: 1. 1.0 2. 1.0 3. 1.5 4. 1.5 5. 1.5 6. 2.0 7. 2.0 8. 2.0 Which conclusion can be drawn about the student's mastery of the content?
The student is demonstrating exceeding proficiency.
The student is demonstrating target proficiency.
The student is demonstrating emerging stages of proficiency.
The student is demonstrating a need for support to demonstrate proficiency.
A third-grade teacher is developing a proficiency scale to assess students' procedural knowledge of sentence construction. The scale is based on the following standards:
CCSS.ELA-Literacy.L.3.1: "Demonstrate command of the conventions of standard English grammar and usage when writing or speaking" (Common Core Standards Initiative, 2021).
CCSS.ELA-Literacy.L.3.1.a: "Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences" (Common Core Standards Initiative, 2021).
CCSS.ELA-Literacy.L.3.1.i: "Produce simple, compound, and complex sentences" (Common Core Standards Initiative, 2021).
Which proficiency scale statement measures procedural knowledge at target level 3.0 proficiency for the given standards?
The student will create a compound sentence with proper nouns aligned with relevant pronouns in the second clause.
The student will format a complex sentence with proper nouns, active verbs, and direct or indirect objects.
The student will label the various parts of speech in a compound sentence, including the subject, predicate, and coordinating conjunction.
The student will use the possessive form of pronouns in a complex sentence.
A middle school music teacher wants to design a proficiency scale to determine which students possess the basic skills for playing their respective instruments in the school band. The scale will be based on the following standards:
Anchor Standard 8: "Perform a varied repertoire of music by playing instruments, alone and with others, from rote memory and written notation" (Indiana Department of Education, 2018).
P.8.8.1: "Play accurate pitches and rhythms, as modeled and/or visually notated, in tune with a steady beat, good tone quality, and appropriate technique throughout the known range of the instrument(s)" (Indiana Department of Education, 2018).
P.8.8.2: "Play unpitched, melodic, and harmonic instruments with expression and technical accuracy, as modeled and/or visually notated, and portray appropriate style" (Indiana Department of Education, 2018).
Which proficiency scale statement measures procedural knowledge at developing level 2.0 for the given standards?
The student will play a musical scale with proper technique on a trumpet.
The student will read written notation while playing a melody on a saxophone.
The student will demonstrate proper fingering technique on a clarinet.
The student will demonstrate how to play a standard chord on a violin.
Which focus statement represents procedural knowledge?
Comprehends prime factorization
Knows the Pythagorean theorem
Remembers the quadratic equation
Writes Roman numerals from 1 to 100
What is the purpose of parallel assessments?
To compare two students who have the same proficiency level
To assess students using items with varying levels of difficulty
To measure multiple learning standards simultaneously
To track student progress on singular learning objectives
A teacher wants to design assessments that assess individual students at their specific proficiency level.
What should be included in the assessment blueprint to ensure the proper complexity levels are assessed for each student?
A scoring rubric
Descriptions of relevant task models
A screener
Questions equated to comparable difficulty
