2.3 A.3 Ensuring that Provide evidence of the reliability of assessment scores, based on the State’s assessments are student population and reported subpopulations (specify sources of data). reliable: Assessments Provide evidence that the scores are reliable for the intended purposes for minimize error that essentially all students, as indicated by the standard error of measurement across may distort the score continuum (i.e., conditional standard error). interpretations of Provide evidence of the precision of the assessments at cut scores, and results, estimate the consistency of student level classification (specify sources of data). magnitude of error, Provide evidence of generalizability for all relevant sources, such as variability and inform users of its of groups, internal consistency of item responses, variability among schools, magnitude. consistency from form to form of the test, and inter-rater consistency in scoring (specify sources of data). A.4 Ensuring that assessments are designed and implemented to yield valid and consistent test score interpretations within and across years: 2.4 Assessment Provide a description of the process used to ensure comparability of assessments yield consistent and assessment results across groups and time. score meanings Provide evidence of and reliable linking procedures to ensure that the scores over time, forms derived from the assessments are comparable within year across various test within year, and across time. “forms” student groups, Provide evidence that the linking design and results are valid for test scores and delivery across the achievement continuum. mechanisms (e.g., paper, computer, including multiple computer platforms).
2.3 A.3 Ensuring that assessments are reliable: Assessments minimize error that may distort interpretations of results, estimate the magnitude of error, and inform users of its magnitude. Provide evidence of the reliability of assessment scores, based on the State’s student population and reported subpopulations (specify sources of data). Provide evidence that the scores are reliable for the intended purposes for essentially all students, as indicated by the standard error of measurement across the score continuum (i.e., conditional standard error). Provide evidence of the precision of the assessments at cut scores, and consistency of student level classification (specify sources of data). Provide evidence of generalizability for all relevant sources, such as variability of groups, internal consistency of item responses, variability among schools, consistency from form to form of the test, and inter-rater consistency in scoring (specify sources of data). A.4 Ensuring that assessments are designed and implemented to yield valid and consistent test score interpretations within and across years: 2.4 Assessment yield consistent score meanings over time, forms within year, student groups, and delivery mechanisms (e.g., paper, computer, including multiple computer platforms). Provide a description of the process used to ensure comparability of assessments and assessment results across groups and time. Provide evidence of and reliable linking procedures to ensure that the scores derived from the assessments are comparable within year across various test “forms” and across time. Provide evidence that the linking design and results are valid for test scores across the achievement continuum.
1c-attachment-15-2015-technical-proposal-3-10-alternate.docx