4.4.2 Administration in the Instructionally Embedded and Spring Assessment Windows.4.4 Test Administrator Responsibilities and Procedures.4.2.2 Assessment Administration Windows.4.2 Key Features of the Year-End Assessment Model.4.1 Overview of General Administration Features.3.6.2 Operational Assessment Items for 2021–2022.3.5 Evidence of Students’ Response Process.3.4 Alignment of Learning Map Nodes within a Linkage Level and Assessment Items.3.3.2 Overview of the Testlet Development Process.3.2.5 Practice Activities and Released Testlets.3.2.4 Alternate Testlets for Students who are Blind or Have Visual Impairments.3.2.2 English Language Arts Writing Testlets.3.2.1 English Language Arts Reading Testlets.2.9 Learning Maps for the Operational Assessment.2.8.3 Vertical Articulation of Linkage Levels for Each Essential Element.2.8.2 Alignment of Essential Element and Target-Level Nodes.2.8.1 Alignment of College and Career Readiness Standards and Essential Elements.2.7.1 Original Blueprint Development Process.2.7 Development of Assessment Blueprints.2.6.2 Empirical Analyses of the Learning Maps.2.6 Evaluation of the Learning Map Structure.2.4 Organizing the Learning Maps: Claims and Conceptual Areas.2.3.5 Linking the Learning Maps to the Essential Elements.2.3.4 Accessibility of Nodes and Pathways.2.3.3 Development of Connections Between Nodes.2.3.2 Identification and Representation of Critical Supporting Knowledge, Skills, and Understandings.2.3.1 Identification and Representation of Learning Targets.2.2 Development of the Essential Elements.1.5 Theory of Action and Interpretive Argument.1.1 Current DLM Collaborators for Development and Implementation.
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