• Dynamic Learning Maps
  • Acknowledgements
  • 1 Introduction
    • 1.1 Impact of COVID-19 on the Administration of DLM Assessments
    • 1.2 Background
    • 1.3 Technical Manual Overview
  • 2 Essential Element Development
  • 3 Item and Test Development
    • 3.1 Items and Testlets
      • 3.1.1 Science Testlet Development
      • 3.1.2 Item Writing
    • 3.2 External Reviews
      • 3.2.1 Review Recruitment, Assignments, and Training
      • 3.2.2 Results of Reviews
      • 3.2.3 Test Development Decisions
    • 3.3 Operational Assessment Items for 2019–2020
    • 3.4 Field Testing
      • 3.4.1 Description of Field Tests
    • 3.5 Conclusion
  • 4 Test Administration
    • 4.1 Overview of Key Administration Features
      • 4.1.1 Change to Administration Model
      • 4.1.2 The Instruction and Assessment Planner
    • 4.2 Administration Evidence
      • 4.2.1 Adaptive Delivery
      • 4.2.2 Administration Incidents
    • 4.3 Implementation Evidence
      • 4.3.1 Data Forensics Monitoring
      • 4.3.2 Released Testlets
    • 4.4 Conclusion
  • 5 Modeling
    • 5.1 Overview of the Psychometric Model
    • 5.2 Calibrated Parameters
      • 5.2.1 Probability of Masters Providing Correct Response
      • 5.2.2 Probability of Non-Masters Providing Correct Response
      • 5.2.3 Item Discrimination
      • 5.2.4 Base Rate Probability of Mastery
    • 5.3 Mastery Assignment
    • 5.4 Model Fit
    • 5.5 Conclusion
  • 6 Standard Setting
  • 7 Assessment Results
    • 7.1 Data Files
    • 7.2 Score Reports
      • 7.2.1 Individual Student Score Reports
    • 7.3 Quality Control Procedures for Data Files and Score Reports