Seven categories of validity are noted in the Guidance. To address the first category of validity, provide written documentation, such as State Board policies or state legislative code that defines the purpose of the state assessment system. For the remaining six categories provide written documentation from the studies done that provide evidence of validity. If deficiencies exist provide the plan and timeline to address them.
A full range of reliability must be documented.
Three categories of reliability are noted in the Guidance. Provide written documentation of the studies that support the reliability of the assessments with the State's own student population. Also provide documentation of the precision of cut scores and the consistency of student classification. If any deficiencies exist (such as in establishing cut scores or in classification consistency) provide the plan and timeline to address them.
The assessment system must be fair and accessible to all students, including students with disabilities and students with limited English proficiency.
The State assessment system must be designed to be valid and accessible for use by the widest possible range of students. Provide evidence that there is an appropriate variety and number of accommodations to meet the needs of students with disabilities and students with limitedEnglish proficiency; that individuals with experience and expertise in working with SWD and LEP students were included in test development processes; that educators are trained on the appropriate selection and use of accommodations and alternate assessments.