This assessment examines is designed to measure 10th-grade literacy and 8th-grade mathematics competencies based on the Common Core State Standards (CCSS). The assessment consists of ten literacy questions analyzing Frederick Douglass’s “The Hypocrisy of American Slavery” and ten mathematics questions covering fundamental computational and analytical skills. This analysis evaluates the assessment’s alignment with CCSS standards, explores validation methodologies, and contextualizes expected performance based on national achievement data.
Literacy Assessment Alignment
The literacy component of the assessment demonstrates strong alignment with the Common Core Reading Standards for grades 9-10, particularly focusing on key competencies in reading comprehension, critical thinking, and language conventions.
Reading Comprehension Standards Alignment
Questions 1, 2, and 5 directly align with CCSS.ELA-Literacy.RL.9-10.1 and CCSS.ELA-Literacy.RL.9-10.2, which require students to “cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text” and “determine a theme or central idea of a text and analyze in detail its development”8. These questions assess students’ ability to identify the fundamental claims and primary arguments of Douglass’s speech while providing supporting evidence, demonstrating the assessment’s adherence to the priority standards for grades 9-10.
Question 1 specifically requires students to identify the central claim that “independence cannot be justly celebrated while people are being directly oppressed,” aligning with the standard’s emphasis on determining central ideas. Similarly, Question 5 requires identification of the primary argument that “celebrating freedom in a country that actively practices slavery is hypocritical,” further reinforcing this alignment.
Question 2 demands textual evidence supporting an inference about the author’s status, directly addressing CCSS.ELA-Literacy.RL.9-10.1’s requirement for students to cite evidence for inferences. The correct answer, recognizing the use of “fellow citizens” as evidence of the author’s former slave status, demonstrates the assessment’s emphasis on close textual analysis.
Critical Thinking Standards Alignment
Questions 3, 4, and 8 align with CCSS.ELA-Literacy.RL.9-10.4 and evaluation standards that require students to “assess how point of view or purpose shapes the content and style of a text”1. These questions assess higher-order thinking by requiring students to analyze authorial techniques and rhetorical strategies within Douglass’s speech.
Question 3 examines the purpose of the Babylon reference as a warning, while Question 4 explores how this biblical reference functions as a critique of national values. Question 8 requires analysis of how contrast enhances persuasive impact, addressing CCSS reading standards that emphasize analysis of author’s choices in structuring arguments1.
Language Convention Standards Alignment
Questions 9 and 10 align with CCSS.ELA-Literacy.L.9-10.1, which requires students to “demonstrate command of the conventions of standard English grammar and usage when writing or speaking”8. These questions assess fundamental grammatical concepts including punctuation and subject-verb agreement, reflecting the standards’ emphasis on mechanical correctness.
Mathematics Assessment Alignment
The mathematics component demonstrates strong alignment with 8th-grade CCSS mathematics standards, particularly focusing on number operations, proportional relationships, and statistical analysis.
Number Operations Standards Alignment
Questions 11-15 focus on computation with whole numbers, fractions, and decimals, addressing the “number properties and operations” content area specified in the NAEP mathematics framework6. These questions align with grade-level expectations for operational fluency. Specifically, Question 12 (adding fractions) and Question 13 (multiplying decimals) address computational fluency with rational numbers, a key component of 8th-grade mathematics standards.
The progression from basic addition in Question 11 to more complex fraction addition in Question 12 reflects the standards’ emphasis on computational fluency across number systems. Question 15 presents a real-world application requiring multiplication, aligning with standards that emphasize practical applications of mathematical concepts.
Proportional Relationships Standards Alignment
Questions 16 and 17 align with the “Understand the connections between proportional relationships, lines, and linear equations” expectations for 8th-grade mathematics9. These questions test students’ ability to work with rates and proportional reasoning in practical contexts.
Question 16 involves calculating average speed, which aligns with standard 8.EE.B.5: “Compare two different proportional relationships represented in different ways”9. Similarly, Question 17 requires scaling a recipe, directly addressing proportional reasoning skills emphasized in 8th-grade standards.
Data Analysis and Statistics Standards Alignment
Questions 18-20 align with the “data analysis, statistics, and probability” content area of 8th-grade mathematics6. These questions assess students’ ability to interpret data presented in different formats (bar graphs, tables, line graphs) and calculate statistical measures (mean, sum, median).
These questions collectively reflect the standards’ emphasis on students’ ability to “integrate and evaluate content presented in diverse formats, including visually and quantitatively”1. The varied data presentation formats mirror the CCSS emphasis on translating between different representations of mathematical information.
Assessment Validation Considerations
Content Validity
The content validity of this assessment is strengthened by its direct alignment with CCSS standards. Each literacy question maps to specific reading and language standards for grades 9-10, while each mathematics question addresses specific content areas and practices outlined in 8th-grade mathematics standards.
The literacy component’s use of Frederick Douglass’s historical speech exemplifies the CCSS requirement that students engage with texts of appropriate complexity and historical significance. This aligns with Standard 10, which defines a “grade-by-grade ‘staircase’ of increasing text complexity that rises from beginning reading to the college and career readiness level”7.
The mathematics component’s progression from basic computational tasks to problem-solving applications reflects the standards’ emphasis on both procedural fluency and conceptual understanding. This progression aligns with the standards’ design as “a cumulative progression designed to enable students to meet college- and career-readiness expectations”7.
Construct Validity
The assessment demonstrates construct validity through its measurement of multiple dimensions of literacy and numeracy competence. The literacy questions assess reading comprehension, critical thinking, and language conventions, while the mathematics questions assess computational fluency, proportional reasoning, and data analysis.
This multidimensional approach aligns with the CCSS emphasis on developing various facets of student competence. The reading framework specifies that assessment should measure different types of reading knowledge and skills that correspond to achievement levels3, which this assessment accomplishes through its varied question types.
Reliability Considerations
While the assessment demonstrates strong content and construct validity, its reliability would need to be established through empirical investigation. The assessment’s brevity (10 questions per subject area) may limit its reliability, as the NAEP assessments typically involve significantly more items to ensure measurement precision.
The National Assessment of Educational Progress (NAEP) uses extensive psychometric validation to establish reliability, including item response theory models and careful sample selection3. Similar validation would be necessary to establish the reliability of this assessment for large-scale use.
National Performance Metrics
Reading Achievement Patterns
According to the most recent NAEP data, national reading achievement has declined, with average scores lower in 2024 compared to both 2022 and 20193. This suggests that performance on literacy assessments similar to the one analyzed here may be lower than historical benchmarks.
The NAEP reading framework establishes three achievement levels—NAEP Basic, NAEP Proficient, and NAEP Advanced—which provide context for interpreting assessment results3. NAEP Proficient represents solid academic performance and competency over challenging subject matter, though it does not necessarily represent grade-level proficiency as determined by state assessments.
While specific means and standard deviations are not provided in the search results, the recent downward trend in reading scores suggests that a significant proportion of students may struggle with aspects of this assessment, particularly the critical thinking questions that require analysis of rhetorical strategies.
Mathematics Achievement Patterns
NAEP data reveals that mathematics achievement has also declined, with the 2022 national average for eighth-grade mathematics lower by 8 points compared to 20196. This significant drop indicates that performance on basic mathematics skills and problem-solving may be lower than historical norms.
The mathematics components of this assessment covering computational fluency (Questions 11-15) may show higher performance than those requiring proportional reasoning and data analysis (Questions 16-20), as these latter skills typically present greater challenges for much of the population. This aligns with NAEP findings that show varying performance across different content areas of mathematics.
Expected Performance Distributions
Based on NAEP frameworks and achievement levels, we can anticipate that performance on this assessment would likely follow a normal distribution with:
- Approximately 25-30% of students performing at the “Below Basic” level, struggling with most questions
- Approximately 35-40% performing at the “Basic” level, correctly answering straightforward questions but struggling with analytical ones
- Approximately 25-30% performing at the “Proficient” level, demonstrating solid academic performance across most questions
- Approximately 5-10% performing at the “Advanced” level, correctly answering nearly all questions
These distributions align with typical NAEP findings across reading and mathematics assessments, though the exact percentages vary by year and grade level36.
Conclusion
The analyzed assessment demonstrates strong alignment with Common Core State Standards for 10th-grade literacy and 8th-grade mathematics. The literacy component effectively assesses reading comprehension, critical thinking, and language conventions through analysis of Frederick Douglass’s historical speech. The mathematics component appropriately assesses computational fluency, proportional reasoning, and data analysis through varied question formats.
While the assessment demonstrates strong content and construct validity through its alignment with CCSS standards, further empirical validation would be necessary to establish its reliability for large-scale use. Based on recent NAEP data showing declining achievement in both reading and mathematics, we would expect performance on this assessment to reflect these national trends, with significant percentages of the population struggling with the more analytical aspects of both literacy and mathematics questions.