• Item Types.
  • Grades 3-8. Tests have selected response items (SR) and brief constructed response items (BCR).
    • Selected Response Items. These are multiple choice items.
    • Brief Constructed Response Items. These require students to provide a short answer using words, numbers, and/or symbols.
• Grades 5-8. Tests also have extended constructed response items (ECR).
  • Extended Constructed Response Items. These items require students to write an answer that consists of more information than is required for a brief constructed response item.
• Grades 7 and 8. Tests also have student-produced response items. (SPR).
  • Student-Produced Responses. These responses require students to record their answers on a grid by shading in circles corresponding to the numbers in their answer.

	Selected Response	Brief Constructed Response	Extended Constructed Response	Student Produced Response
Grades 3 and 4	X	X
Grades 5 and 6	X	X	X
Grades 7 and 8	X	X	X	X

• Assessment of Objectives. The Maryland School Assessment assesses all standards every year. However, not all objectives are assessed in one year. An objective is in the potential pool to be tested if there is an assessment limit connected to that objective. A limited number of objectives are selected each year for assessment. Over time, all of the objectives with assessment limits are assessed.
   
• Selected Response Answer Choices. Maryland's Augmented SR test items have four answer choices. Terms such as FNH" or "Not Here" are not used.
   
• Student-Produced Response Answer Choices. Maryland's SPR items (Grade 7 and 8) use the same rules that students use to complete the MSA/HSA Algebra/Data Analysis Assessment.

• A Norm-Referenced and a Criterion-Referenced score are reported for each student.
   
  • Criterion-Referenced Score. A selected set of Stanford 10 items (selected by Maryland) along with Augmented items created for Maryland provide the Maryland Criterion-Referenced score. An overall Criterion-Referenced score is reported for the Maryland School Assessment based on the Criterion-Referenced items on the test. Criterion-Referenced results are reported before school ends in June.
    
    Adequate yearly progress (AYP), the federal government's accountability measure, is based on a school's Criterion-Referenced Score.
  • Norm-Referenced Score. The Stanford 10 (consisting of only SR items) provides the Norm-Referenced score. Norm-Referenced results are reported before school ends in June.
     
• An overall mathematics score is reported by proficiency level: Basic, Proficient, or Advanced. These levels for each student were determined through a Standards Setting Process. Maryland also provides students with the following subscores:
  • Algebra/Patterns
  • Geometry/Measurement
  • Statistics/Probability
  • Number Concepts/Computation, and
  • Processes of Mathematics.
     
• Maryland has its own rubrics for scoring the constructed response (CR) items on the tests. The BCR and ECR rubrics, with student papers illustrating levels of responses, are available on the web at mdk12.org.
   
• Constructed response items are scored separately for content (Algebra/Patterns, Geometry/Measurement, Statistics/Probability, Number Concepts/Computation) and Processes of Mathematics. Typically, CR items ask students for an explanation, justification, or conditional change.
   
• CR items account for almost half of the testing time. Step A contributes to the content score while Step B contributes to the process score.

• Provide calculators for students.
  • Some sections allow the use of a calculator and some sections do not.
  • Students may use any calculator that does NOT have a QWERTY keyboard.
  • Items are placed in the non-calculator section when students are expected to be able to perform the skill without a calculator or if a particular calculator would provide an unfair advantage for a student.

• Provide
  • Scrap paper for grades 3 through 8.
  • Graph paper for grades 7 and 8.
  • Calculator and dual scale ruler (or two separate rulers) for grades 3 through 8.
  • Protractor for grades 5 through 8.
  • Compass for grades 7 and 8.

• Testing in Algebra/Data Analysis will occur on one day.
  • Testing days for semester courses: mid-January and mid-May
  • Testing day for year long courses: mid-May
  • Testing days for summer school: late-July and early-August
  • Make-up Window is the two weeks following the test administration.
  • Testing is approximately 150 minutes per day which does not include breaks or preparation time.
• Testing in Algebra/Data Analysis will be subdivided into two smaller sessions.
  
• Students will work independently. Discussions or group work will not be part of the assessment.
• Accommodations will be consistent with a student's IEP, 504 plan. or LEP plan.

• Item Types.
  • The Algebra/Data Analysis test will have selected response items (SR), brief constructed response items (BCR), extended constructed response items (ECR), and student-produced response items (SPR).
    • Selected Response Items. These are multiple choice items.
    • Brief Constructed Response Items. These require students to provide a short answer using words, numbers, and/or symbols.
    • Extended Constructed Response Items. These items will require students to write an answer that will consist of more information than is required for a brief constructed response item.
    • Student-Produced Responses. These responses will require students to record their answers on a grid by shading in circles corresponding to the numbers in their answer.

• An overall criterion-referenced score will be reported for the Algebra/Data Analysis test based on the Core Learning Goals.
  
• An overall Algebra/Data Analysis score will be reported by proficiency level -Basic, Proficient, or Advanced. The levels for the Algebra/Data Analysis test were determined through a Standards Setting Process that occurred in September 2005. Maryland will also provide students taking the Algebra/Data Analysis test with sub-scores at four expectation levels.
  
• Passing the Algebra/Data Analysis test is also a graduation requirement for students who entered ninth-grade in the 2005-2006 school year or later. The passing score for Algebra/Data Analysis is 412.

• Each student should have access to the graphing calculator that is used regularly during instruction. A student may use their own calculators with the following minimum capabilities:
  • Table functions
  • Point plotting
  • Intersection of two lines
  • Statistics: mean, median. maximum, minimum, quartiles, line of best fit
  • Maxima and minima of a function
  • Matrices: addition, subtraction, and scalar multiplication
• Calculators with alphanumeric keyboards must have memories cleared before and after testing.
  
• Provide
  • Straightedge (ruler or index card)
  • Graph paper, x grid or comparable size.