Operational Administration of ILEARN and IREAD-3 from the Scope of Work document for this RFP. 1.14 (3) Technical Requirements: (3m) Respondent Online System for Scheduling and Registration, Communication, and Reporting System The Respondent must provide a description regarding how it will meet and address the requirements shared in Section 3 Technical Requirements: (3m) “Respondent Online System for Scheduling and Registration, Communication, and Reporting System” from the Scope of Work document for this RFP. 1.15 (3) Technical Requirements: (3n) Scoring and Reporting The Respondent must provide a description regarding how it will meet and address the requirements shared in Section 3 Technical Requirements: (3n) “Scoring and Reporting” from the Scope of Work document for this RFP. 1.16 (3) Technical Requirements: (3o) Rescores The Respondent must provide a description regarding how it will meet and address the requirements shared in Section 3 Technical Requirements: (3o) “Rescores” from the Scope of Work document for this RFP. 1.17 (3) Technical Requirements: (3p) Pilot Testing The Respondent must provide a description regarding how it will meet and address the requirements shared in Section 3 Technical Requirements: (3p) Testing” from the Scope of Work document for this RFP. 1.18 (3) Technical Requirements: (3q) Item Analysis The Respondent must provide a description regarding how it will meet and address the requirements shared in Section 3 Technical Requirements: (3q) “Item Analysis” from the Scope of Work document for this RFP. 1.19 (3) Technical Requirements: (3r) Technical Analysis The Respondent must provide a description regarding how it will meet and address the requirements shared in Section 3 Technical Requirements: (3r) “Technical Analysis” from the Scope of Work document for this RFP. 1.20 (3) Technical Requirements: (3s) Scaling and Equating The Respondent must provide a description regarding how it will meet and address the requirements shared in Section 3 Technical Requirements: (3s) “Scaling and Equating” from the Scope of Work document for this RFP. 1.21 (3) Technical The Respondent must provide a description regarding how it will meet and address the requirements
used as data sources for growth or value-added models for accountability purposes, evidence should be provided that the scaling and design features would support such uses, such as ensuring appropriate amounts of measurement information throughout the scale, as appropriate. Provide evidence, where a vertical or other score scale is used, that the scaling design and procedures lead to valid and reliable score interpretations over the full length of the scale proposed; and evidence is provided that the scale is able to maintain these properties over time (or a description of the proposed procedures is provided). 2.6 A.5 Providing accessibility to all students, including English learners and students with disabilities: Provide a description of how non embedded standalone assistive technology devices that students use on a regular basis can be used during state testing. 2.7 Following the principles of universal design: The assessments are developed in accordance with the principles of universal design and testing practice, so that the testing interface, whether paper- or technology-based, does not impede student performance. Provide a description of the item development process used to reduce construct irrelevance (e.g., eliminating unnecessary clutter in graphics, reducing construct-irrelevant reading load as much as possible), including The test item development process to remove potential challenges due to factors such as disability, ethnicity, culture, geographic location, socioeconomic condition, or gender; and Test form development specifications that ensure that assessments are clear and comprehensible for all students. Provide evidence, including exemplar tests (paper and pencil forms or screen shots) illustrating principles of universal design. Provide a description of how the systems are or will be compliant with, have applied, or will apply as many of the following principals as possible APIP standards compliance See PNP standards compliance US Rehabilitation Action Section 508, which requires that all website content be equally accessible to people with disabilities Web Content Accessibility Guidelines 2.0, which will make content accessible to a wider range of people with disabilities, including
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 literature and nonfiction texts. Provide test blueprints and other specifications as well as exemplar literature and nonfiction passages for each grade level, demonstrating the expectations below are met. Texts are balanced across literature and nonfiction, with a variety of genres as the State’s standards require, including nonfiction texts to support alignment of items to the State's content area literacy standards in grades 6-8. 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 texts, 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 raise the bar for text complexity each grade so students are for the demands of college- and career-level reading no later than the end of high school. Multiple forms of authentic, previously published texts are assessed, including written, audio, visual, and graphic, as technology and assessment constraints permit. Provide text complexity measurements, exemplar literature and nonfiction 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. A rationale and evidence are provided for how text complexity is quantitatively and qualitatively measured and used to place each text at the appropriate grade level. 2.15 B.3 Requiring students to read closely and use evidence Provide test blueprints and other specifications as well as exemplar test items for each grade level, demonstrating the expectations below are met. All reading questions are text-dependent and
educators keep students on track to readiness by focusing strongly on the content most needed in each grade or course for later mathematics. Middle school – ratio, proportional relationships, pre-algebra, and algebra; and High school – prerequisites for careers and a wide range of postsecondary studies, particularly algebra, functions, and modeling applications. Describe how the assessment design reflects the State’s standards and reflects a coherent progression of mathematics content from grade to grade and course to course. 2.23 C.2 Assessing a balance of concepts, procedures, and applications: The assessments measure conceptual understanding, fluency and procedural skill, and application of mathematics, as set out in college- and career-ready standards. Provide test blueprints and other specifications as well as exemplar test items for each grade level, demonstrating the expectations below are met. The distribution of score points reflects a balance of mathematical concepts, procedures/fluency, and applications, as the State’s standards require. All students, whether high performing or low performing, are required to respond to items within the categories of conceptual understanding, procedural skill and fluency, and applications, so they have the opportunity to show what they know and can do. 2.24 C.3 Connecting practice to content: The assessments include brief questions and also longer questions that connect the most important mathematical content of the grade or course to mathematical practices, for example, modeling and making mathematical arguments. Provide test blueprints and other specifications as well as exemplar test items for each grade level, demonstrating the expectations below are met. Assessments for each grade and course meaningfully connect mathematical practices and processes with mathematical content (especially with the most important mathematical content at each grade), as required by the State’s standards. Explanatory materials (citing test blueprints and specifications) describe the connection for each grade or course between content and mathematical practices and processes. 2.25 C.4 Requiring a range of cognitive demand: The Provide test blueprints and other specifications to demonstrate that the distribution of cognitive demand for each grade level is sufficient to assess the depth and complexity of the State’s standards, as evidenced by use a of generic taxonomy (e.g., Webb’s Depth of
assessments require all students to demonstrate a range of higher-order, analytical thinking skills in reading and writing based on the depth and complexity of college- and career-ready standards, allowing robust information to be gathered for students with varied levels of achievement. Assessments include questions, tasks, and prompts about the basic content of the grade or course as well as questions that reflect the complex challenge of college- and career-ready standards. Knowledge) or, preferably, classifications specific to the discipline and drawn from mathematical factors, such as Mathematical topic coverage in the task (single topic vs. two topics vs. three topics vs. four or more topics); Nature of reasoning (none, simple, moderate, complex); Nature of computation (none, simple numeric, complex numeric or simple symbolic, complex symbolic); Nature of application (none, routine word problem, non-routine or less well-posed word problem, fuller coverage of the modeling cycle); and Cognitive actions (knowing or remembering, executing, understanding, investigating, or proving). Provide a rationale justifying the distribution of cognitive demand for each grade level and content area. Provide exemplar test items for each grade level, illustrating each level of cognitive demand, and accompanied by a description of the process used to determine an item’s cognitive level. 2.26 C.5 Ensuring high-quality items and a variety of item types: High-quality items and a variety of item types are strategically used to appropriately assess the standard(s). Provide specifications to demonstrate that the distribution of item types for each grade level and content area is sufficient to strategically assess the depth and complexity of the standards being addressed. Item types may include selected-response, short and extended constructed-response, technology-enhanced, and multi-step problems. To support claims of quality, provide the following: The list and distribution of the types of work students will be asked to produce (e.g., facts, computation, diagrams, models, explanations); Exemplar items for each item type used in each grade band; Rationales for the use of the specific item types; Specifications showing the proportion of item types on a form;