(ii) (A)(1) Be aligned with the challenging State academic content standards; and (2) Address the depth and breadth of those standards; and (B)(1) Measure student performance based on challenging State academic achievement standards that are aligned with entrance requirements for credit-bearing coursework in the system of public higher education in the State and relevant State career and technical education standards consistent with section 1111(b)(1)(D) of the Act; or (2) With respect to alternate assessments for students with the most significant cognitive disabilities, measure student performance based on alternate academic achievement standards defined by the State consistent with section 1111(b)(1)(E) of the Act that reflect professional judgment as to the highest possible standards achievable by such students to ensure that a student who meets the alternate academic achievement standards is on track to pursue postsecondary education or competitive, integrated employment, consistent with the purposes of the Rehabilitation Act of 1973, as amended by the Workforce Innovation and Opportunity Act, as in effect on July 22, 2014; and (4)(i) Be valid, reliable, and fair for the purposes for which the assessments are used; and (ii) Be consistent with relevant, nationally recognized professional and technical testing standards; (5) Be supported by evidence that-- (i) The assessments are of adequate technical quality-- (A) For each purpose required under the Act; and (B) Consistent with the requirements of this section; and (ii) Is made available to the public, including on the State’s Web site; (6) Be administered in accordance with the frequency described in §200.5(a); (7) Involve multiple up-to-date measures of student academic achievement, including measures that assess higher-order thinking skills and understanding of challenging content, as defined by the State. These measures may-- (i) Include valid and reliable measures of student academic growth at all achievement levels to help ensure that the assessment results could be used to improve student instruction; and (ii) Be partially delivered in the form of portfolios, projects, or extended performance
(ii) (A)(1) Be aligned with the challenging State academic content standards; and (2) Address the depth and breadth of those standards; and (B)(1) Measure student performance based on challenging State academic achievement standards that are aligned with entrance requirements for credit-bearing coursework in the system of public higher education in the State and relevant State career and technical education standards consistent with section 1111(b)(1)(D) of the Act; or (2) With respect to alternate assessments for students with the most significant cognitive disabilities, measure student performance based on alternate academic achievement standards defined by the State consistent with section 1111(b)(1)(E) of the Act that reflect professional judgment as to the highest possible standards achievable by such students to ensure that a student who meets the alternate academic achievement standards is on track to pursue postsecondary education or competitive, integrated employment, consistent with the purposes of the Rehabilitation Act of 1973, as amended by the Workforce Innovation and Opportunity Act, as in effect on July 22, 2014; and (4)(i) Be valid, reliable, and fair for the purposes for which the assessments are used; and (ii) Be consistent with relevant, nationally recognized professional and technical testing standards; (5) Be supported by evidence that-- (i) The assessments are of adequate technical quality-- (A) For each purpose required under the Act; and (B) Consistent with the requirements of this section; and (ii) Is made available to the public, including on the State’s Web site; (6) Be administered in accordance with the frequency described in §200.5(a); (7) Involve multiple up-to-date measures of student academic achievement, including measures that assess higher-order thinking skills and understanding of challenging content, as defined by the State. These measures may-- (i) Include valid and reliable measures of student academic growth at all achievement levels to help ensure that the assessment results could be used to improve student instruction; and (ii) Be partially delivered in the form of portfolios, projects, or extended performance
draft-updated-full-assessment-regs-clean-4142016.docx