Dynamic Learning Maps
Acknowledgements
1
Overview
1.1
Current DLM Collaborators for Development and Implementation
1.2
Assessment Models
1.3
Theory of Action and Interpretive Argument
1.4
Technical Manual Overview
2
Content Structures
3
Assessment Design and Development
3.1
Assessment Structure
3.2
Testlet and Item Writing
3.2.1
2025 Testlet and Item Writing
3.2.2
External Reviews
3.3
Evidence of Item Quality
3.3.1
Field Testing
3.3.2
Operational Assessment Items for 2024–2025
3.3.3
Evaluation of Item-Level Bias
3.4
Conclusion
4
Assessment Delivery
4.1
Overview of Key Features of the Year-End Assessment Model
4.1.1
Assessment Administration Windows
4.2
Evidence From the DLM System
4.2.1
Adaptive Delivery
4.2.2
Administration Incidents
4.2.3
Accessibility Support Selections
4.2.4
Participation by Nonsymbolic Communicators
4.3
Evidence From Monitoring Assessment Administration
4.3.1
Test Administration Observations
4.4
Evidence From Test Administrators
4.4.1
User Experience With the DLM System
4.4.2
Opportunity to Learn
4.5
Conclusion
5
Modeling
5.1
Psychometric Background
5.2
Calibration
5.3
Evaluating Evidence of Parameter Drift
5.4
Conclusion
6
Standard Setting
7
Reporting and Results
7.1
Student Participation
7.2
Student Performance
7.2.1
Overall Performance
7.2.2
Subgroup Performance
7.3
Mastery Results
7.3.1
Mastery Status Assignment
7.3.2
Linkage Level Mastery
7.4
Data Files
7.5
Score Reports
7.5.1
Individual Student Score Reports
7.5.2
School and District Aggregate Score Reports
7.6
Quality-Control Procedures for Data Files and Score Reports
7.7
Conclusion
8
Reliability
8.1
Background Information on Reliability Methods
8.2
Methods of Obtaining Reliability Evidence
8.2.1
Reliability Sampling Procedure
8.3
Reliability Evidence
8.3.1
Linkage Level Reliability Evidence
8.3.2
Essential Element Reliability Evidence
8.3.3
Conceptual Area Reliability Evidence
8.3.4
Subject Reliability Evidence
8.3.5
Performance Level Reliability Evidence
8.4
Conclusion
9
Training and Professional Development
9.1
Instructional Professional Development
9.1.1
Professional Development Participation and Evaluation
9.2
Conclusion
10
Validity Argument
10.1
Validity Evidence Collected in 2024–2025
10.1.1
Design
10.1.2
Delivery
10.1.3
Scoring
10.1.4
Long-Term Outcomes
10.2
Evaluation Summary
10.3
Conclusion
11
References
Appendix
A
Supplemental Information About Assessment Design and Development
A.1
Differential Item Functioning Plots
A.1.1
Uniform Model
A.1.2
Combined Model
2024–2025 Technical Manual Update
2024–2025 Technical Manual Update
Year-End Model
December 2025
Placeholder Title
Copyright © 2025 Accessible Teaching, Learning, and Assessment Systems (ATLAS)