Equal attention must be given to the assessment of opportunity to learn and to the assessment of student achievement. The technical quality of the data collected is well matched to the decisions and actions taken on the basis of their interpretation. The feature that is claimed to be measured is actually measured. Assessment tasks are authentic. An individual student's performance is similar on two or more tasks that claim to measure the same aspect of student achievement.
Students have adequate opportunity to demonstrate their achievements.
Assessment tasks and methods of presenting them provide data that are sufficiently stable to lead to the same decisions if used at different times. Assessment practices must be fair. Assessment tasks must be reviewed for the use of stereotypes, for assumptions that reflect the perspectives or experiences of a particular group, for language that might be offensive to a particular group, and for other features that might distract students from the intended task. Large-scale assessments must use statistical techniques to identify potential bias among subgroups. Assessment tasks must be appropriately modified to accommodate the needs of students with physical disabilities, learning disabilities, or limited English proficiency.