What type of item should be included to assess a target level three proficiency in analyzing claims and evidence?

To assess a target level three proficiency in analyzing claims and evidence, an extended construction response item is the most appropriate choice. This type of item requires students to engage in higher-order thinking skills by not only demonstrating their understanding of the claims and evidence presented but also constructing a coherent response that articulates their analysis.

Extended construction response items encourage students to thoroughly explain their reasoning, integrate their knowledge, and provide well-supported arguments. This depth of response allows educators to evaluate students' ability to critically assess information, draw connections, and articulate their conclusions, which are essential skills at this level of proficiency.

In contrast, true/false questions would only assess basic comprehension, diagram labeling tasks would focus more on identification than analysis, and matching sections typically require recognition rather than the synthesis of ideas. These other formats don't provide the opportunity for in-depth exploration of claims and evidence, which is crucial for achieving a level three proficiency in this context.