This 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.
Order of Difficulty
This indicates the level of difficulty based on actual student performance. It may be thought of this way: more students correctly
answered items at the lowest level of difficulty and fewer students correctly answered the items at the highest level of difficulty.
This indicates the session in which the item was located.
For example: G3 MA S1 is Grade 3, Math, Session 1
MC = Multiple
SCR = Short Constructed Response
CR = Constructed Response
ECR = Extended Constructed Response (Writing CSAP only)
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.
See Content Rubrics
DOK (Depth of Knowledge)
Indicates the Depth of Knowledge (complexity) the item requires of
students. This is not item difficulty.
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.
Items are developed to measure each Assessment Objective within a Standard. Following test construction, each item is
reviewed for their alignment to sub-content areas. Sub-content areas are required to have a minimum of ten
points on each test. Given the small number of points assigned within each sub-content 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.
Sub-content area information is available in the GRT layout file on the CDE website in the CSAP Fact Sheets.
This indicates the Assessment Objective the item is measuring. In Writing, the extended writing and paragraph Writing may be
assigned a Standard rather than a single Assessment Objective.