2.26 D.1 Focusing on student Provide a list of reports, and for each report, a sample that at a minimum: achievement and Scores and sub-scores that will be reported with emphasis on the most progress to readiness: important content, skills, and processes for each or course; Score reports illustrate Explanations of results that are instructionally valuable and easily understood a student’s progress on by essentially all audiences; the continuum toward Results expressed in terms of performance standards (i.e., proficiency “cut college and career scores”), not just scale scores or percentiles; and readiness, grade by Progress on the continuum toward college and career readiness, which can be grade, and course by expressed by whether a student has sufficiently mastered the current grade or course. Reports stress course content and is therefore prepared for the next level. the most important (Note: Not all reporting information need be numerical; for example, actual content, skills, and student work on a released item could be presented, along with the rubric for the processes, and how the item and a discussion of common errors.) assessment focuses on Provide evidence that the reporting structure can be supported by the assessment them, to show whether design, including data confirming that test blueprints include a sufficient number or not students are on of items for each reporting category, so that scores and sub-scores lead to the track to readiness. intended interpretations and minimize the possibility of misinterpretation. 2.27 D.2 Providing timely data Provide a timeline and evidence to show when assessment results will be that inform available for each report. instruction: Reports Provide a description of the process and technology that will be used to issue are instructionally reports in as timely a manner as possible. valuable, easy to Provide evidence, including results of user testing, to demonstrate the utility of the understand by all reports for each intended audience. audiences, and delivered in time to provide useful, actionable data to students, parents, and teachers.
2.26 D.1 Focusing on student achievement and progress to readiness: Score reports illustrate a student’s progress on the continuum toward college and career readiness, grade by grade, and course by course. Reports stress the most important content, skills, and processes, and how the assessment focuses on them, to show whether or not students are on track to readiness. Provide a list of reports, and for each report, a sample that at a minimum: Scores and sub-scores that will be reported with emphasis on the most important content, skills, and processes for each or course; Explanations of results that are instructionally valuable and easily understood by essentially all audiences; Results expressed in terms of performance standards (i.e., proficiency “cut scores”), not just scale scores or percentiles; and Progress on the continuum toward college and career readiness, which can be expressed by whether a student has sufficiently mastered the current grade or course content and is therefore prepared for the next level. (Note: Not all reporting information need be numerical; for example, actual student work on a released item could be presented, along with the rubric for the item and a discussion of common errors.) Provide evidence that the reporting structure can be supported by the assessment design, including data confirming that test blueprints include a sufficient number of items for each reporting category, so that scores and sub-scores lead to the intended interpretations and minimize the possibility of misinterpretation. 2.27 D.2 Providing timely data that inform instruction: Reports are instructionally valuable, easy to understand by all audiences, and delivered in time to provide useful, actionable data to students, parents, and teachers. Provide a timeline and evidence to show when assessment results will be available for each report. Provide a description of the process and technology that will be used to issue reports in as timely a manner as possible. Provide evidence, including results of user testing, to demonstrate the utility of the reports for each intended audience.
1c-attachment-6-2015-technical-proposal-ccr-exam.docx