(3) Technical Requirements: (3b) Program Manager and Project Management Team The Respondent shall provide an organizational chart showing all key staff and offices assigned to work on the various aspects of the Alternate Assessments. Roles and responsibilities for all key staff shall be identified. (3) Technical Requirements: (3e) Involvement of Committees The Respondent propose a process whereby all items for potential use on the Alternate Assessments are reviewed and approved by the IDOE. The details of this process shall be finalized in collaboration between the successful Respondent and the IDOE. (3) Technical Requirements: (3f) Test Content and Item Format Test content must be aligned to the Indiana Academic Standards, and the test will consist of a writing component and a multiple-choice component. An essential feature of all items included on the Alternate Assessments is the measurement of performance relative to the Indiana Academic Standards. Please describe your company’s ability to accomplish this task. (3) Technical Requirements: (3f) Test Content and Item Format Test form construction be based on item analysis on multiple levels of complexity. The Respondent shall create additional forms of the test for administration to fulfill the terms of the contract resulting from this RFP plus one year. At least two versions of online test forms must be created for each administration. Please describe your company’s ability to accomplish this task. (3) Technical Requirements: (3g) Item Ownership In terms of ownership of new items, the Respondent shall propose two strategies regarding items developed under the contract that results from this RFP. One strategy involves IDOE ownership of all new items developed. Another strategy allows the IDOE to lease assessment items or items already developed by the two alternate assessment consortia and the resulting data. Royalty fees and other associated costs should be indicated in the proposal. (3) Technical Requirements: The Respondent shall submit with a response to this RFP a chart indicating the number of items to be developed by Standard for each subject (English/language arts, mathematics, science, and
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.
student privacy, and all data is owned exclusively by the State. example, achievement, verification, forensic, and security analyses. Provide a description for how data will be managed securely, including, for example, as data is transferred between vendors and the State. Part B: Align to Standards – English Language Arts/Literacy Question # Criteria Evidence 2.13 B.1 Assessing student reading and writing achievement in both ELA and literacy: The assessments are English language arts and literacy tests that are based on an aligned balance of high-quality literary and informational texts. Provide test blueprints and other specifications as well as exemplar literary and informational passages for each grade level, demonstrating the expectations below are met. are balanced across literary and informational text types and across genres, with more informational than literary texts used as the assessments move up in the grade bands, as the State’s standards require. Texts and other stimuli (e.g., audio, visual, graphic) are previously published or of publishable quality. They are content-rich, exhibit exceptional craft and thought, and/or provide useful information. History/social studies and science/technical specifically, reflect the quality of writing that is produced by authorities in the particular academic discipline. 2.14 B.2 Focusing on complexity of texts: The assessments require appropriate levels of text complexity; they Provide text complexity measurements, exemplar literary and informational passages for each grade level, and other evidence (e.g., data, tools, procedures) to demonstrate the expectations below are met. At each grade, reading texts have sufficient complexity, and the average complexity of texts increases grade-by-grade, meeting college- and career-ready levels by the end of high school.
vocabulary and language skills: The assessments require students to demonstrate proficiency in the use of language, including vocabulary and conventions. each grade level, demonstrating the expectations below are met. Vocabulary items reflect requirements for college and career readiness, including Focusing on general academic (tier 2) words; Asking students to use context to determine meaning; and Assessing words that are important to the central ideas of the text. Language is assessed within writing assessments as part of the scoring rubric, or it is assessed with test items that specifically address language skills. Language assessments reflect requirements for college and career readiness by Mirroring real-world activities (e.g., actual editing or revision, actual writing); and Focusing on common student errors and those conventions most important for readiness. Assessments place sufficient emphasis on vocabulary and language skills (i.e., a significant percentage of the score points is devoted to these skills). 2.19 B.7 Assessing research and inquiry: The assessments require students to demonstrate research and inquiry skills, demonstrated by the ability to find, process, synthesize, organize, and use information from sources. Provide test blueprints and other specifications as well as exemplar test items for each grade level, demonstrating the expectations below are met. Test items assessing research and inquiry mirror real world activities and require students to analyze, synthesize, organize, and use information from sources. 2.20 B.8 Assessing speaking and listening: Over time, and as assessment advances allow, the assessments measure Describe how over time, and as assessment advances allow, the speaking and listening skills required for college and career readiness are assessed.
Part E: Adhere to Best Practices in Test Administration Question # Criteria Evidence 2.29 E.1 Maintaining necessary standardization and ensuring test security: In order to ensure the validity, fairness, and integrity of State test results, the assessment systems maintain the security of the items and tests as well as the answer documents and related ancillary materials that result from test administrations. Provide a comprehensive security plan with auditable policies and procedures for test development, administration, score reporting, data management, and detection of irregularities consistent with NCES and CCSSO recommendations for, at a minimum Training for all personnel – both test developers and administrators; Secure management of assessments and assessment data, so that no individual gains access to unauthorized information; Test administration and environment; and Methods used to detect testing irregularities before, during, and after testing, and steps to address them. Provide a description of how security safeguards have been tested and validated for tests and for paper-and-pencil tests, as relevant.