On February 26, educators from across New Jersey gathered for a webinar led by Annemarie Lawrence, Director of Curriculum and Workshop Delivery, to explore a timely and important question:
What does the NJSLA-Adaptive mean for classroom instruction?
As the assessment landscape evolves, so must our instructional practices. This session unpacked the structure of the NJSLA-A, clarified what “adaptive” truly means, and—most importantly—translated assessment design into classroom-ready strategies.
Understanding the NJSLA-Adaptive in Action
The New Jersey Student Learning Assessments (NJSLA-A) and New Jersey Graduation Proficiency Assessment (NJGPA-A) follow specific testing windows and unit structures designed to support student performance and testing integrity.
Testing Windows
- NJGPA-A: March 16–April 1
- NJSLA-A (ELA, Math, Science): April 27–May 29
Unit Structure
ELA Reading
- 2 sessions (75 minutes each)
ELA Writing
- 1 session (90 minutes)
- Not adaptive
Mathematics
- 2 sessions (75 minutes each)
Important scheduling reminders:
- Only one unit per day may be administered.
- ELA Reading and Math sessions may be paired in a single day:
- Back-to-back with a supervised 10-minute break
- Same day with an extended break (e.g., lunch)
- Or across two separate days
Understanding the logistics helps schools plan effectively—but the real shift lies in how the assessment functions.
What Does “Adaptive” Really Mean?
Adaptive testing adjusts the difficulty of questions based on a student’s responses. In the NJSLA-A:
- ELA Reading and Math are adaptive
- Writing is not adaptive
This means the test dynamically responds to student performance, providing a more precise measure of what students know and can do.
For educators, this raises an important instructional question:
Are we preparing students to think flexibly and deeply enough to respond to varied levels of rigor?
Shifts in Item Design
Mathematics
Major changes include:
- No more Type I, II, or III items
- All items are computer scored
- Increased demand for technological manipulation
Students must now demonstrate conceptual understanding while navigating digital tools effectively.
ELA Reading
Item types include:
- Single Select
- Multi-Select
- Drag and Drop
- Highlight
- Part A/B (Evidence-Based)
Notably, students no longer complete:
- Literary Analysis Tasks
- Research Simulation Tasks
- Narrative Writing tasks within the Reading unit
This signals a shift toward concise, evidence-driven responses embedded within varied formats.
ELA Writing
While not adaptive, the Writing unit remains rigorous.
The writing domain subscore includes:
- Written Expression rubric score
- A “just proficient mean” rubric score (for proficient-level students)
Point totals:
- Grades 3–5: 4 points
- Grades 6–9/NJGPA-A: 5 points
Additionally, the Language Domain includes:
- 4–6 vocabulary items tied to passage sets
- Conventions rubric score
Instruction must therefore balance composition skills, grammar, and academic vocabulary development.
Practice Tests vs. Sample Items
Educators are encouraged to explore:
- Online Practice Tests
- Sample Items
- Paper-Based Practice Tests
- Answer Keys
These resources are available for ELA, Math, and Science via the NJSLA assessment platform.
Becoming familiar with the digital interface reduces cognitive load for students and increases instructional alignment.
Aligning Instruction to the Standards—Not Just the Test
When we understand test item design, we are not “teaching to the test.”
We are teaching students how to:
- Analyze
- Identify
- Describe
- Summarize
- Infer
- Contrast
- Support
- Compare
These are enduring academic skills aligned to the New Jersey Student Learning Standards (NJSLS).
Classroom-Ready Strategies
1. Use Purposeful Distractors
Strong multiple-choice items include distractors that reflect common misconceptions.
Example:
–3.5 × 1.2 = ?
A. –4.2
B. 4.2
C. –42
D. 0.42
Each incorrect answer reveals a different misunderstanding. When we design questions this way in class, we gain insight into student thinking.
2. Incorporate Error Analysis
Build opportunities for students to:
- Analyze incorrect reasoning
- Identify mistakes
- Describe misconceptions
- Justify correct solutions
Error analysis strengthens conceptual understanding and mirrors the rigor of adaptive assessments.
3. Build Writing Stamina with a Clear Process
A structured six-step writing process supports both argumentative and explanatory writing:
- Identify task requirements
- Write a thesis statement
- Gather evidence
- Organize evidence in an outline
- Draft the essay
- Revise and edit
When students internalize this process, writing becomes strategic rather than reactive.
The Bigger Picture: From Reflection to Momentum
Assessment is not the destination—it is feedback.
When educators reflect on:
- Test design
- Student experience
- Blueprint alignment
We refine instruction.
And refinement leads to momentum.
The instructional shifts prompted by the NJSLA-Adaptive are not about compliance. They are about clarity—clarity in rigor, clarity in expectations, and clarity in how we cultivate thinking.
As we move forward, the focus remains the same:
Equip students not just to take a test, but to think critically, write effectively, and demonstrate true understanding.
Because ultimately, the goal isn’t performance on a screen.
It’s growth in the classroom.
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