Test Security Considerations in the Dynamic Learning Maps System: Consortium Perspective Meagan Karvonen The present publication was developed under grant X from the U.S. Department of Education, Office of Special Education Programs. The views expressed herein are solely those of the author(s), and no official endorsement by the U.S. Department should be inferred.

Consortium Considerations 18 states = 18 approaches: Defining “irregularity” Concerns about exposure Policy / legislation around cheating Procedures for investigation

3 Topics System design to prevent problems and minimize impact Training Administration Trust but verify

4 System Design Exposure Many testlets to make a test Multiple linkage levels & adaptive Very few materials need to be printed, even for teacher- administered testlets Secure browser

5 System Design Disincentive Instructionally embedded: teacher choice of Essential Element & linkage level Adaptive in response to student performance

6 Training All test administrators complete training annually Entire module on test security – Consortium standards (shall nots) – Integrity during the assessment process – Post-test quiz (80% to pass) Other modules that promote fidelity – Procedures for administering testlets – Accessibility decisions

7 Administration No administration without these: Signed security agreement Successful completion of all required training modules

8 Administration Instructions in Test Administration Manual (e.g., appropriate setting for testing) Testlet Information Pages (TIPs) Instructions inside teacher- administered testlets

9 Trust but Verify Test administration observations – Check fidelity of implementation BUT includes some unintended behaviors – Crowdsourced Statistical detection – Item responses – Student history