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The following FAQs will help guide districts in creating the evidence needed for the student appeal process.

1. What are CRTs?

CRTs are open-ended questions that are designed, administered, and graded locally. CRTs must be designed to demonstrate that the student holds core mathematical competencies equivalent to the expectations of the NJSLA and NJGPA Evidence Statements. CRTs must be completed and scored locally. The content of a CRT must be aligned to a Reasoning or Modeling Evidence Statement found in the Algebra I, Geometry, and/or Algebra II Evidence Statements Tables. 

2. Where can I find the specific Evidence Statements that Mathematics CRTs must align to? What constitutes an appropriate and complete set of CRTs?

You can find the Evidence Statement Tables in the Test Content and Other Information section of the New Jersey Assessments Resource Center. Here are direct links to the Evidence Statement Tables for Algebra I, Geometry, and Algebra II and the NJGPA Evidence Statement Tables included in the Mathematics Content Guide for NJGPA. These are the only Evidence Statement Tables to be used. 

You must select a set of four (4) Evidence Statements, two (2) of which are unique Type II Subclaim C Reasoning Evidence Statements, and two of which are unique Type III Subclaim D Modeling Evidence Statements. Additionally, each of the four (4) Evidence Statements that you select must have content from a unique Conceptual Category. There are five (5) Conceptual Categories: Number and Quantity (N), Algebra (A), Functions (F), Geometry (G), and Statistics and Probability (S). These four (4) Evidence Statements may be selected from any combination of the high school NJSLA or NJGPA mathematics Evidence Statement Tables; for example, two from Algebra I, one from Geometry, and one from Algebra II. The combination selected is your choice; however, please note that selecting four (4) Evidence Statements from Geometry would not be possible as the Conceptual Category for every Geometry Reasoning or Modeling Evidence Statement is also Geometry.  

3. How do I use the Evidence Statement Tables and locate each of the factors that must be balanced?

When using the Algebra I Evidence Statement Tables, keep the following in mind: 

• Type II Subclaim C Reasoning Evidence Statements start on page 16 and are color coded purple. The Conceptual Category can be found in the third column under the heading Evidence Statement Text. It is the first letter in the content scope; for example, Reasoning Evidence Statement HS-C.8.1 has Conceptual Category A (Algebra) from A.APR.1.  
• Type III Subclaim D Modeling Evidence Statements start on page 18 and are color coded in aqua. Generally, Modeling Evidence Statements will have a variety of Conceptual Categories you can select from to develop your CRT.  

When using the Geometry Evidence Statement Tables, keep the following in mind: 

• Type II Subclaim C Reasoning Evidence Statements start on page 8 and are color coded in purple.  
• Type III Subclaim D Modeling Evidence Statements start on page 10 and are color coded in aqua.  
• All Geometry Reasoning and Modeling Evidence Statements have a Conceptual Category of G- Geometry.  

When using the Algebra II Evidence Statement Tables, keep the following in mind: 

• Type II Subclaim C Reasoning Evidence Statements start on page 12 and are color coded in purple. 
• Type III Subclaim D Modeling Evidence Statements start on page 15 and are color coded I aqua. 
• Algebra II Reasoning and Modeling Evidence Statements will have a variety of Conceptual Categories you can select from to develop your CRT. 

Note: If you have selected an Evidence Statement that has a Content Scope of a precursor grade or course (referred to as Securely Held Knowledge), you must use a High School Conceptual Category that best includes the content of the Securely Held Knowledge. For example, if you select Evidence Statement HS-D.1-1 and use content from 7.EE.1 (Expressions and Equations), that would fit inside the A Conceptual Category. While the content is from grade 7, the modeling must be of a High School Algebra I level.  

4. What might a sample set of CRT alignment selections look like for a particular student?

Below is a sample selection of four (4) Evidence Statements that contain two (2) Reasoning and two (2) Modeling Evidence Statements with content from four (4) of the five (5) unique Conceptual Categories:  

1. Algebra I: HS.C.5.6, Conceptual Category A  
2. Algebra I: HS.D.2-5, Conceptual Category N  
3. Geometry: HS.C.13.2, Conceptual Category G  
4. Algebra II: HS.D.2-10, Conceptual Category F  

5. What should each CRT consist of?

Each CRT should have the following:

1. A cover sheet that lists the following (a blank cover sheet can be found on the Graduation Assessment Requirement webpage under the section Graduation Portfolio Appeal): 

• The student’s name.
• The Evidence Statement to which the task aligns (use the coding found in the Evidence Statement tables).
• The Evidence Statement wording.
• The content scope in the Evidence Statement that is being assessed.
• The conceptual category being assessed (N, F, A, G, or S).
• The type of item: Reasoning or Modeling.
• The student’s score.
2. The constructed response task.
3. The student’s response and score.
4. The constructed response rubric.

6. Can I assess the students in their native language?

Yes. However, LEAs and APSSDs will need to do the following: 

1. Write the CRT in English. 
2. Have the CRT translated into the student's native language, using a locally selected process for translation services. 
3. After the student has responded in his/her native language, the student response must be translated into English. Both the original student response and the English translation must be retained with all other documentation. 
4. For more information, please review the Special Populations Guidance for Portfolio Appeals. 

7. What would a sample CRT look like?

Below is a sample CRT:

Evidence Statement Code: HS.C.6.1

Evidence Statement: Base explanations/reasoning on the principle that the graph of an equation and inequalities in two variables is the set of all its solutions plotted in the coordinate plane.

Content scope: A-REI.D, excluding exponential and logarithmic functions.

Conceptual Category Assessed: Algebra (A)

Type of Item: Reasoning (C)

Student Score: 3

CRT:

Let  | x | + | y | = c, where c is a real number.

Determine the number of points that would be on the graph of the equation for each given case:

Case 1:  c < 0

Case 2:  c = 0

Case 3:  c > 0

Justify your answers.

Student Response:

Please note: The student’s response may be on separate pages from the task. Please make sure the student’s name is on each page of their response.

Sample Scoring Rubric

Score	Description
3	Student response includes each of the following three elements: One reasoning point: Correct justification of the number of points on the graph for c < 0 One reasoning point: Correct justification of the number of points on the graph for c = 0 One reasoning point: Correct justification of the number of points on the graph for c > 0 Sample Student Response: | x | and | y | are each nonnegative for all real numbers x and y. So, the sum must be nonnegative for all real numbers. Therefore, the sum cannot equal a negative number. There are no solutions and no points on the graph when c < 0. If c = 0, there is only one solution, (0, 0). The graph consists of only one point. If c > 0, there are infinitely many solutions, which means that there are infinitely many points on the graph.
2	Student response includes two of the three elements.
1	Student response includes one of the three elements.
0	Student response is incorrect or irrelevant.

 

8. What other sources can I use to develop a CRT?

Additional examples of CRTs can be found among the practice tests and released items for Algebra I, Geometry, Algebra II and NJGPA. LEAs and APSSDs should consider updating, refreshing, and developing new CRTs based on feedback gathered locally from educators who are working with currently active CRTs. 

CRTs should reflect high school-level Reasoning, Modeling, and content. For example, a CRT that merely requires a student to add up a food bill would not allow a student to demonstrate proficiency in high school level Modeling and content. 

9. How do I score a CRT? What is the minimum requirement for a qualifying CRT?

• CRTs aligned to Reasoning Evidence Statements should be worth a total of 3 or 4 points to be consistent with the NJSLA-M and the mathematics component of NJGPA). 
• CRTs aligned to Modeling Evidence Statements should be worth a total of 3 or 6 points to be consistent with the NJSLA-M and the mathematics component of NJGPA. 
• At least half of the available points in each CRT must be for Reasoning or Modeling. Any remaining points can be for computation. 
• Score points may not be awarded in half-points. 
• Only student scores of 50% or more of the available points should be submitted to NJDOE. 
  • If you are using a CRT with a total of 3 available points, only student portfolio appeals with scores of 2 or 3 demonstrate student proficiency of the NJSLS-M. 
  • If you are using a CRT with a total of 4 available points, only student portfolio appeals with scores of 2, 3, or 4 demonstrate student proficiency of the NJSLS-M. 
  • If you are using a CRT with a total of 6 available points, only student portfolio appeals with scores of 3, 4, 5 or 6 demonstrate student proficiency of the NJSLS-M. 
• The score awarded to a student-completed CRT must be consistent with the uniform scoring rubric that the being used locally. CRTs not scored in this manner will be returned. 

10. Can I send my CRTs for review by the NJDOE before I administer them to my students?

You may send the CRTs to the NJDOE for review. It is not required, but it is recommended. Having the CRTs reviewed will help eliminate issues when the appeal is submitted. It is far easier to correct issues with the CRTs before they are administered to students than to find out there are issues after the appeals have been received at the NJDOE. 

11. If I sent in CRTs for review last year, should I send them in again?

LEAs and APSSDs may choose to have CRTs reviewed again by the NJDOE. However, this is recommended only if the CRT has been updated or refreshed in some way.

12. Are there common mistakes that can be avoided when developing CRTs?

The NJDOE recommends checking for common mistakes such as: 

• The cover sheet is missing or is not correctly filled out for each CRT. 
• There is more than one Evidence Statement listed. 
• There is more than one content scope listed. 
• The content of the CRT does not align to the Evidence Statements and content scope. 
• The content of the CRT is below the content level and rigor of the content scope. 
• The CRT is not graded and does not show where the student made an error. 
• The rubric does not show the points delineated for modeling/reasoning and computation.,. 
• The rubric is missing a sample student response. 

It is very important to review your CRTs, cover sheets and rubrics for accuracy when compiling your documentation. 

13. What do we need to keep in district for each Math appeal?

LEAs and APSSDs should maintain the following locally for each student: 

• A completed Education Proficiency Plan (EPP) that includes the most current student transcript, documentation of performance on New Jersey Graduation Proficiency Assessment (NJGPA) and/or substitute competency assessments, and an intervention plan implemented to ensure the student met the graduation assessment requirement. 
• CRTs in mathematics in which the student is attempting to meet the graduation assessment requirement. 
• Four graded responses to CRTs for mathematics (2 modeling, 2 reasoning). 
• A completed Mathematics Portfolio Appeal Cover Sheet for each graded student response. The Mathematics Portfolio Appeal Cover Sheet is available for download on the website. 

Note: All documents can be found on the Graduation Assessment Requirement webpage under the section Graduation Portfolio Appeal. 

14. What do I do if I have further questions?

If you have any questions, please contact the NJDOE’s Office of Assessments at assessment@doe.nj.gov or (609) 376-3960.