Details
Assess2Know items are of high quality and are aligned to state curriculum standards. The goal of Assess2Know is to provide measurements on reading, mathematics, and science core standards that are assessed in the state’s testing program using multiple-choice items.
The process for developing Assess2Know items consists of four steps:
Step 1: Item development
Step 2: Item alignment
Step 3: Analysis of core standards coverage
Step 4: Gap filling and finalization
Step 1: Item development was conducted in accordance with the Riverside time-tested process for producing high-quality, multiple-choice items. Professional educators on our staff have extensive item and test development expertise and work with experienced writers to develop reading passages and test items that measure specific state standards.
The development process included an initial accept/reject decision; however, accepted materials continued through a rigorous sequence of five separate reviews that included fairness, bias and sensitivity, grade-level appropriateness in content and setting, clarity, grammar, and formatting.
Step 2: The next step was alignment. Once files with current standards were downloaded from state department of education websites, Riverside staff members consulted with DOE representatives to resolve issues about the structure of the standards. Riverside staff members then aligned items to the state standards. The staff consisted of professional educators who have experience teaching, working with curriculum, and/or developing test materials. Alignments are made at the most granular level of the standards hierarchy. To ensure reliability and accuracy of the alignments, senior test development specialists periodically reviewed subsets of the alignments.
Step 3: The third step was an analysis of core standards coverage within the state curriculum. Riverside staff members referenced and identified the level within the standards hierarchy using test blueprints and item specifications. Items were identified as either core, non-core, or non-assessable according to the following definitions:
| Riverside Standards Designations | |
| Core | Assessed on the state test with multiple-choice items |
| Non-core | Not assessed on the state test |
| Non-assessable | May or may not be assessed on the state test but cannot be assessed with multiple-choice items |
Step 4: The forth step was gap-filling and finalization. In cases where our analysis showed inadequate coverage for a particular core standard, new development was undertaken to fill the gap(s) and ensure the availability of a variety of items for each measurable core standard. All newly developed items went through the same rigorous development, review and alignment process as the original items. The finalization step included a verification of core standards coverage and a quality check to ensure that items could be viewed either electronically or on paper with the same clarity and formatting.
Evaluating Test Materials
Creating a reliable and valid assessment involves developers and editors who carefully evaluate test materials so that students find them relevant, interesting, and engaging but not offensive, troubling, or distracting. In an effort to achieve this delicate balance, Riverside analyzes the following key elements when developing every item:
- Bias and sensitivity
- Representational fairness
- Language usage
- Stereotyping
- Controversial or emotionally charged subject matter
- Historical context
Item Characteristics
In addition, our item development process requires careful scrutiny. Items written for Riverside assessments must possess certain characteristics. Each item
- Is clearly and simply written and is not a trick question that requires students to figure out a particular angle or hidden agenda on the part of the item writer;
- Contains vocabulary appropriate for the grade level being tested;
- Functions independently so that the answer to one item is not required as a condition for answering subsequent items;
- Does not provide information that may be used to answer other items;
- States things in the positive whenever possible;
- Uses accurate, high-quality maps, graphs, and pictures;
- Is free of bias and sensitivity issues;
- Avoids information that is subject to change in a short period of time;
- Requires students to read the passage in order to answer the question (for reading tests);
- Is interesting and engaging to students;
- Does not use “all of the above” or “none of the above” as answer options;
- Presents answer options in a logical order (e.g., numerical, alphabetical, sequential) whenever possible;
- Includes options that are parallel in structure and length.
