General Information
Subject Area: X-Reading/Language Arts (former standards - 2008)
Grade: 8
Strand: Reading Process
Standard: Reading Comprehension - The student uses a variety of strategies to comprehend grade level text.
Date Adopted or Revised: 01/07
Status: State Board Approved - Archived
Assessed: Yes
Test Item Specifications
- facts and details that do not support the author’s purpose or represent the author’s perspective;
- incorrect interpretations of the author’s purpose or perspective;
- incorrect analysis or evaluation of the impact of the author’s purpose or perspective on the text; and
- plausible but incorrect distractors based on the text.
Item Type(s):
This benchmark may be assessed using:
MC
item(s)
N/A
Clarification :
The student will identify the author’s purpose or perspective. The student will analyze the impact of the author’s purpose or perspective within or across texts.
The student will identify the author’s purpose or perspective. The student will analyze the impact of the author’s purpose or perspective within or across texts.
Content Limits :
Grade-level appropriate texts used in assessing author’s purpose should contain an identifiable author’s purpose for writing, including, but not limited to, persuading, entertaining, conveying a particular tone or a mood, informing, or expressing an opinion. The author’s perspective should be recognizable within or across texts.
Grade-level appropriate texts used in assessing author’s purpose should contain an identifiable author’s purpose for writing, including, but not limited to, persuading, entertaining, conveying a particular tone or a mood, informing, or expressing an opinion. The author’s perspective should be recognizable within or across texts.
Content Focus :
Author’s Purpose (within/across texts)
Author’s Perspective (within/across texts)
Author’s Bias (within/across texts)
Author’s Purpose (within/across texts)
Author’s Perspective (within/across texts)
Author’s Bias (within/across texts)
Text Attributes :
Texts should be literary or informational.
Texts should be literary or informational.
Other stimuli may include, but are not limited to, illustrations with captions, graphics, and charts.
Texts may include, but are not limited to, persuasive articles, essays, editorials, and informational articles.
Distractor Attributes :
Distractors may include, but are not limited to
Distractors may include, but are not limited to
Note: Distractors should not be a list of general categories (e.g., to inform, to persuade) but should include specific examples related to the text.
Sample Test Items (3)
| Test Item # | Question | Difficulty | Type |
| Sample Item 1 | The sample item below is based on “Shackleton’s Epic Voyage” on page H–15. Read this sentence from the passage.
What is the most likely reason the author describes the storm in this way? |
N/A | MC: Multiple Choice |
| Sample Item 2 | The sample item below is based on “Shackleton’s Epic Voyage” on page H–15. With which statement would the author of this passage most likely agree? |
N/A | MC: Multiple Choice |
| Sample Item 3 | The sample item below is based on “The Last Frontier of Texas” on page G–19. Which sentence from the brochure best indicates the author’s bias in favor of the Big Bend landscape? |
N/A | MC: Multiple Choice |