Assessment items are clustered around one context, for example, a science narrative about a hypothetical student conducting an experiment on materials that best conserve heat; relationships are represented with diagrams or other organizers to assist students in making connections.
Assessment items are presented in isolation, jumping from one science idea to the next, disconnected with other related constructs. No graphic organizers and diagrams are presented to help students identify patterns beyond text.
Ensure that chosen contexts or phenomena are equally likely to be familiar to students with and without sensory impairments or communication support needs. Graphic organizers and diagrams only contain the most relevant information to ensure that students needing read-aloud support can access the organizer.
