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Technical Manual

for the Accucess Adaptive Assessment

Copyright © 2015 by Edmentum. All Rights Reserved.

(ii)

Contents Tables ........................................................................................................................................................... iii

Figures .......................................................................................................................................................... iii

Edmentum Research Team ......................................................................................................................... iv

I. Overview ............................................................................................................................................... 1

Accucess Overview .................................................................................................................................... 1

Purpose of this Manual ............................................................................................................................. 2

History of Edmentum (PLATO Learning) Assessment Solutions ............................................................... 2

Adaptive Testing ....................................................................................................................................... 3

Understanding the Accucess Curriculum Scale ......................................................................................... 4

What’s New with this Version of Accucess? ............................................................................................. 5

II. Development of Accucess ..................................................................................................................... 5

Item Development .................................................................................................................................... 5

Item Types ................................................................................................................................................. 6

Technology-Enhanced Item Types ........................................................................................................ 8

Criteria for Selecting Reading Skills and Comprehension Passages .......................................................... 8

Review Process for Passages ................................................................................................................. 8

Types of Passages .................................................................................................................................. 8

Determining Readability Levels for Reading Skills and Comprehension Passages ................................... 9

Computerized Leveling: Flesch-Kincaid Readability Tool ...................................................................... 9

EDL Core Vocabularies .......................................................................................................................... 9

Expert Judgment ................................................................................................................................... 9

Item Pools ............................................................................................................................................... 10

Test Development ................................................................................................................................... 13

III. Validity and Reliability ..................................................................................................................... 14

Validity of Scores from Accucess Assessments ....................................................................................... 14

Content Validity .................................................................................................................................. 14

Reliability of Accucess Scores ................................................................................................................. 15

Using Simulation to Evaluate Accucess ............................................................................................... 15

IV. Summary ......................................................................................................................................... 20

References .................................................................................................................................................. 21

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Appendix A. ................................................................................................................................................. 22

Accucess Mathematics Scope and Sequence ......................................................................................... 22

Appendix B. ................................................................................................................................................. 31

Accucess Reading Skills and Comprehension Scope and Sequence ...................................................... 31

Appendix C. ................................................................................................................................................. 42

Accucess Language Arts Scope and Sequence ........................................................................................ 42

Tables TABLE 1. ITEM TYPES IN ACCUCESS ITEM POOLS .......................................................................................................... 7

TABLE 2. TYPES OF READING PASSAGES ........................................................................................................................ 9

TABLE 3. NUMBER OF ITEMS IN ACCUCESS ITEM POOL ............................................................................................. 10

TABLE 4. SUMMARY OF PRETEST ITEM DIFFICULTY STATISTICS FOR THE ACCUCESS MATHEMATICS ITEM POOL ... 11

TABLE 5. SUMMARY OF PRETEST ITEM DIFFICULTY STATISTICS FOR THE ACCUCESS READING ITEM POOL ............. 12

TABLE 6. SUMMARY OF PRETEST ITEM DIFFICULTY STATISTICS FOR THE ACCUCESS LANGUAGE ARTS ITEM POOL 13

Figures FIGURE 1. STUDENT ACHIEVEMENT LEVEL ESTIMATES FOLLOWING EACH ITEM ADMINISTERED DURING AN

ACCUCESS TEST ..................................................................................................................................................... 4

FIGURE 2. EVALUATION OF THE ACCUCESS ADAPTIVE ALGORITHM FOR SIMULATED STUDENTS AT SELECTED

“TRUE” ABILITY LEVELS (300 – 1000) ALONG THE CURRICULUM SCALE FOR THE MATHEMATICS ASSESSMENT.

............................................................................................................................................................................ 17


“TRUE” ABILITY LEVELS (300 – 1000) ALONG THE CURRICULUM SCALE FOR THE READING SKILLS AND

COMPREHENSION ASSESSMENT. ........................................................................................................................ 18


“TRUE” ABILITY LEVELS (300 – 1000) ALONG THE CURRICULUM SCALE FOR THE LANGUAGE ARTS

ASSESSMENT ....................................................................................................................................................... 19

(iv)

Edmentum Research Team

Michelle Frost, Ph.D. Education Research Analyst

Irene McAfee, Ph.D. Senior Researcher

Michael Yoes, Ph.D. Psychometrician

(1)

Technical Manual for the Accucess Adaptive Assessment

I. Overview

Accucess Overview

Accucess is an assessment instrument that provides individualized placement into the PLATO

curriculum. It is targeted to the individual learning needs of students in Mathematics, Language

Arts, and Reading Skills and Comprehension. Accucess adapts to a student’s instructional level

by administering items during the test based on the student’s response to the previous item.

This custom approach to assessment results in accurate and efficient placement into PLATO

curriculum.

Accucess is an efficient assessment solution that can also connect students to the resources

they need to achieve academic success. Upon completion of an Accucess content area

assessment, student performance is reported as a curriculum score based on the Accucess

scope and sequence table. Accucess provides the option to automatically assign an

individualized learning plan to address needed instructional objectives and help students fill

gaps in knowledge.

Accucess is an effective online assessment and curriculum tool that evaluates the knowledge

and skills of learners and places them into an appropriate instructional level of the

curriculum. Instructors and schools are able to quickly place students into the PLATO

curriculum in the areas of (1) reading skills and comprehension, (2) language arts, and (3)

mathematics. Based on the results of these assessments, learners are prescribed assignments

in the curriculum to fill any learning gaps. In this way, Accucess creates an individualized

learning path for each student with a curriculum path taking them from their current level to the

target curriculum level.

Accucess is currently intended for students who are in grades 5-12. Designed to be a quick,

adaptive assessment, the learner is placed in a level of the curriculum where they can

successfully work independently or with some support. Delivery of instruction is determined by

a placement tool that adapts to learner responses and identifies an appropriate skill level to

begin instruction.

Accucess can be a useful tool in interventional programs, supporting instructors in identifying

current skill levels of learners who are severely behind, and/or whose instructional level (within

the curriculum) is unknown. Accucess can also support schools with heavy transient

populations where it may be necessary to evaluate a student’s skills and get them working in

appropriate curriculum as soon as possible.

(2)

Purpose of this Manual

Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014) requires

test developers and publishers to produce a technical manual that provides information

documenting the technical quality of an assessment and its items. This report contains technical

information for the Accucess assessments in math, reading skills and comprehension, and

language arts for grades 5-12. The information included in this report is intended for use by

those who evaluate tests, interpret scores, or use test results in making educational decisions. It

is assumed that the reader has some technical knowledge of test construction and

measurement procedures.

History of Edmentum (PLATO Learning) Assessment Solutions

The origins of Edmentum (formerly PLATO Learning) date back to the early 1960s at the

University of Illinois. PLATO (Programmed Logic for Automated Teaching Operations) was an

answer to a pressing need for greater access to high-quality educational solutions. Initially

funded by a number of grants that supported science and engineering education, including a

National Science Foundation grant, PLATO became the first computer-assisted learning

system. In 2012, Edmentum acquired Archipelago Learning and its suite of learning products,

including Study Island. In conjunction with the acquisition, Edmentum embarked on writing a set

of new assessment items that were aligned with next generation standards.

Throughout its history, Edmentum has been committed to providing educators with research-

based and research-proven solutions to efficiently and accurately measure student learning.

This report describes the technical measurement characteristics underlying the theoretical

framework and design of the Edmentum Accucess assessments. These characteristics include

item development; test development; the nature of the Accucess measurement scale; the

appropriate use of scores from the assessments; and evidence from studies addressing the

validity, reliability, and precision of the scores from Accucess tests.

To reflect the breadth of new item types on next generation standards assessments, Edmentum

has developed a variety of new items that better align with the format of the most recent

standards. These 21st century items were written to reflect higher order thinking and inquiry

with technology-enhanced items designed to incorporate the depth of knowledge (DOK)

guidelines. The new item types include multiple-response, hot text, hot spot, graphical gap

match, matched pairs, cloze, sequencing, and fill in the blank. These new item types are

represented in the Accucess item pool, along with multiple choice items.

(3)

Adaptive Testing

Adaptive tests dynamically tailor the assessment based on the (real time) responses of learners

to the items in the test. When constructed and used properly, adaptive assessments are

efficient tools that yield consistent, precise information about student achievement

Adaptive testing is compatible with the concept of curricula and standards that are vertically

aligned, progressing toward college and career readiness. In addition, adaptive assessment

offers shorter testing times and increased precision of measurement. It may also provide a more

motivating testing experience, particularly for struggling students, because the content that is

administered is at a level of difficulty that is more engaging.

The basic concept underlying Edmentum’s adaptive assessment solution, Accucess, is

relatively simple. Given a pool of items aligned to the curriculum at the level of a given

standards objective, a student is presented with an item that is tailored to their unique

achievement level based on responses in the assessment up to that point. After the student

answers the item, the estimate of their achievement level is updated. The next item that is

administered is one that is matched to the updated and refined achievement level estimate. If

the student missed the previous item, an item from an instructional objective that is lower in the

curriculum sequence will be presented. If the student answered the previous item correctly, the

next item delivered comes from a higher level objective in the curriculum sequence will be

presented.

This process of item selection based on all of the responses that have been made by the

student repeats itself as a student moves through the assessment. With each item presented,

the precision of the student’s achievement level estimate increases. This precision results in

smaller and smaller movements across the curriculum scale as the test pinpoints the student’s

final reported achievement level. This process continues until that level is identified, which

completes the test.

Figure 1 shows an example of a student’s score as each item is presented in an Accucess test.

The characteristics of an adaptive test are clear in this figure. Early in the test, the student’s

score varies substantially from item to item. Further into the test, the student’s achievement

level estimate stabilizes as the precision of measurement increases.

(4)

Figure 1. Student achievement level estimates following each item

administered during an Accucess test

Understanding the Accucess Curriculum Scale

Accucess is based on a measurement scale that corresponds to the PLATO curriculum’s

instructional curriculum, enabling the individual administration of assessment items that extend

beyond a single grade level—from elementary school to high school.

The Curriculum Score that Accucess yields upon completion of the assessment is directly

correlated with the curriculum scope and sequence. Through its adaptive process Accucess

places a student in the PLATO curriculum and subsequently assigns the appropriate learning

path for that individual.

The curriculum scope and sequence for Accucess has been recently updated to align to next

generation standards (see appendices A – C).

(5)

While scores from Accucess are designed to have a high degree of placement accuracy in

relation to a student's actual achievement level, some learners may still obtain scores higher or

lower than their current instructional classification due to statistical error introduced by

inconsistencies in the pattern of responses that a specific student provides to the questions that

they are presented. Educators should consider these instances on an individual student basis

and determine the appropriate entrance for a given student into the curriculum based on all of

information available. Students scoring higher than their current instructional classification can

be provided with enrichment opportunities for learning using the prescribed curriculum modules.

What’s New with this Version of Accucess?

Each of the Accucess assessments has been updated with a number of enhancements. Each

of the Accucess assessments now selects content from a much larger pool of items. In

addition, the new item pool now includes technology-enhanced items. Technology-enhanced

items are also included in the pretests that are administered within an Accucess generated

student learning prescription.

The proprietary Edmentum adaptive algorithm has been carefully evaluated and has been

updated to improve the accuracy of the PLATO curriculum placement outcomes.

The scope and sequence that Accucess is based upon has been updated to align to next

generation standards (see appendices A – C). The Accucess item pool has also similarly been

updated to reflect those next generation standards.

The reporting capabilities for Accucess have been updated and extended. The Accucess

results report has been enhanced to show the numbered level of the prescription modules that

have been assigned as well as documenting how far a student has progressed through the

prescribed instructional curriculum

II. Development of Accucess

Item Development

The test-development process is an iterative, recursive process that includes multiple reviews

and quality checks. Input for the design was taken from a comprehensive review of next

generation standards. Additionally, new items were written to focus on higher order thinking

skills.

Items used in the Accucess assessment item pools were developed using best-practice criteria

emphasized by leading assessment expert Thomas M. Haladyna. The central goal in

(6)

assessment is to develop a series of high-quality items. High-quality items closely measure the

intended learning objective and lack ambiguity. There are several barriers to meeting this

objective, including ambiguous statements, excessive words, difficult vocabulary, unclear

instructions, and bias (Haladyna, 2004). All of the items available for use in Accucess are

developed using the same best-practice guidelines and development process.

Edmentum incorporates best-practice assessment and item development principles into the

development of all of its assessments. These item development guidelines are documented in a

series of style guides governing all of Edmentum’s item and test development procedures.

These guides include subject-specific style guides for each content area: math, ELA, science,

and social studies.

The following process is used to develop new Accucess items in math, language arts, and

reading skills and comprehension.

Follow quality guidelines. Following guidelines and principles helps reduce ambiguity and

ensure that the item matches the intended learning outcome. Edmentum uses these

principles as guidelines for writing all item types:

o Use novel material to test higher-level learning.

o Avoid trivial content.

o Avoid irrelevant information (window dressing).

o Avoid trick items.

o Meet the readability needs of the audience.

Provide targeted training (to item writers). Training is developed around each subject

area (mathematics, reading comprehension, and language arts) to guide writers in creating

new items. Sets of sample items are written and peer-reviewed by Edmentum subject matter

experts (SME). Using the quality results of the review as a needs assessment, subject area

leads then hold team meetings to identify which training sessions to develop. These

targeted trainings include topics such as writing grade-level-appropriate items, best

practices in assessment writing, Edmentum’s acceptance criteria for quality assurance, and

avoiding bias in item writing.

Evaluate quality. Each item goes through two rounds of review by curriculum experts. Each

round is completed by a different expert. If the author and the reviewer disagree during any

review round, the subject area manager is consulted for further guidance. After each review

round, the author makes corrections based on comments from the expert, and the expert

checks the author’s corrections to ensure that all comments were adequately addressed.

Item Types

The new item types are designed to measure a deeper, more critical understanding of next

generation standards. On technology-based exams, students must demonstrate what they have

learned in the classroom by more authentic, and challenging, ways than is possible for

(7)

traditional pen-and-paper exams. For example, hot-spot questions ensure interaction with

questions through media-rich graphics and illustrations requiring critical thinking.

In response to the establishment of next generation standards, Edmentum has undertaken

major development efforts to not only ensure that existing instructional and assessment

resources align to the new standards but to create updated solutions for students and educators

that are written specifically to produce outcomes that are consistent with next generation

standards. Table 1 summarizes the current Edmentum item types that are present in the

Accucess item pools.

Table 1. Item Types in Accucess Item Pools

Item Type Description

Multiple Choice Students choose the single best answer.

Multiple-Response

Students can select more than one correct answer in a multiple-choice format.

Cloze

Students select a response from a drop-down menu in an equation or sentence.

Sequence

Students click an image and move it to the correct location on the screen to arrange a sequence and create the correct overall answer.

Matched Pairs

Students move answers from one area on the screen to another and create matching pairs.

Hot Text

Text choices are identified for the student within an item, and the student selects the correct text answer or answers with the cursor.

Hot Spot

Using the cursor, the student identifies a location in an image that represents the correct answer.

Fill in the Blank

The student enters an alphanumeric response in an open box in an item. An item may have more than one open box.

Graphical Gap Match

Using the cursor, students drag one image to another to answer the question.

(8)

Technology-Enhanced Item Types

Edmentum’s web-based solutions are designed to help schools and districts prepare for more

rigorous and interactive web-based exams. Edmentum assessments now include new

technology-enhanced item types, available in third through eighth grades and high school,

designed to promote higher order thinking and inquiry. Built using the DOK guidelines, these

new item types ensure that each item is written to the appropriate DOK level and that students

are exposed to the appropriate content.

Criteria for Selecting Reading Skills and Comprehension Passages

Reading passages submitted for inclusion in Accucess must meet specific criteria. After

developing frameworks and reporting categories, the ELA curriculum specialists select

passages based on these criteria:

genre

source

quality

content

lack of bias

gender appropriateness

diversity

length

suitability for reporting categories

reading level

graphics

Review Process for Passages

Each passage is reviewed for developmental appropriateness, readability level, gender

correctness, racial diversity, and bias-free content by content specialists.

Types of Passages

Table 2 provides examples of literary and informational selections found within the next

generation standards item pools that are available for use in the Accucess reading skills and

comprehension assessment.

(9)

Table 2. Types of Reading Passages

Literary Selections Informational Selections excerpts short stories fairy tales

myths drama

poetry historical fiction

• articles • essays • graphics, tables, charts • editorials informational web pages

Determining Readability Levels for Reading Skills and

Comprehension Passages

Passages that accompany reading skills and comprehension and language arts test items

receive readability levels. Determining readability is not a precise metric or science. Reading

experts continue to debate and evolve the formulas of various readability scales. Edmentum

uses several methods when determining readability levels.

Computerized Leveling: Flesch-Kincaid Readability Tool

This grade-level formula relies on numbers of syllables, words, and sentences. Edmentum uses

the Microsoft Word Flesch-Kincaid readability tool to provide readability statistics for passages.

Passages must fall within 1.5 grade levels above or below the grade level of the benchmark

test. For example, passages on the fifth-grade benchmark assessment must score 3.5 to 6.5 on

the Flesch-Kincaid readability scale.

EDL Core Vocabularies

Edmentum uses EDL Core Vocabularies in Reading, Mathematics, Science, and Social Studies

as a resource for determining appropriate word choice for specific grade levels (Taylor, 1989).

Expert Judgment

Edmentum relies not only on established readability formulas and core word lists but also on the

judgment of its content specialists for determining appropriate readability of passages and

items. Edmentum uses the experience of its educational specialists, who are former teachers

and have an understanding of students’ critical- and creative-thinking skills at specific grade

levels. Edmentum’s educational specialists also consider a passage’s unity, structure, degree of

interest and appeal, as well as the sophistication of concepts and themes presented, to

determine its appropriateness.

(10)

Item Pools

An adaptive assessment that has a high degree of validity and reliability must have a large bank

of high-quality test items. These items need to be connected to an underlying measurement

scale using procedures that ensure consistency of scores from one set of items to another.

Accucess is supported by over 35,000 unique items (see Table 3 below) across the three

assessed content areas (mathematics, language arts, and reading skills and comprehension).

Each item in the Accucess assessment pool was developed using best practice methods and

criteria that have been widely accepted in the measurement community (Haldyna, 1994;

Osterlind, 1998; AERA/APA/NCME, 2014; Miller, Linn, and Gronlund, 2013). All Accucess items

were developed by subject matter experts and were reviewed against acceptance criteria that

defined the minimum quality required for an item with regard to various measurement

standards. Only items that exceed the quality acceptance criteria are made available for use in

the Accucess item pools.

Table 3. Number of Items in Accucess Item Pool

Content Area Number of Items

Math 11,528

Reading Skills and Comprehension 12,636

Language Arts 10,990

Total 35,154

After the items have been developed and incorporated into the Accucess curriculum scale,

instructional designers, measurement specialists, and subject matter experts continuously

monitor the item performance statistics, the Accucess item pools, and the PLE curriculum scale

to maintain the quality of the items.

The overwhelming majority of items used in this most recent version of the Accucess

assessments have been pretested with on-grade-level students as a part of the development

process. Due to the evolving and deepening understanding of next generation standards,

however, there are inevitably a small percentage of items that have only been recently

developed to reflect the most recent pedagogy and assessment best practice.

To be eligible for inclusion in the Accucess item pools, items also had to meet specific statistical

performance criteria based on the pretest data. Items had to have performance statistics based

on at least 100 on-grade-level student responses and having acceptable item difficulty level

(operationally defined as between 35% to 92% of on-grade-level students answering the item

correctly).

It should be noted that these classical item difficulty measures (p-values) are dependent upon

the sample of on-grade-level students that responded to that particular item during its pretesting

(11)

phase. The item statistics are based on grade-level students (Edmentum product users). Most

item statistics were based on pretesting of items in the Study Island standards-mastery

environment where students answer questions about a topic/objective area (within a grade

level) as they have completed that instructional topic. This means that the pretest item statistics

are somewhat dependent upon when the item was presented to the student (i.e., within the

students instructional sequence for that year).

Having pretest information about how students respond to test items helps to ensure that the

item pool for Accucess remains high quality. Empirical item statistical information provides an

additional check on items and removing items that do not appear to be functioning as intended.

Tables 4 – 6 summarize the pretest item difficulty statistics by content area and curricular grade

level.

Item pre-test statistics shown in Tables 4 – 6 were based on items with at least 100 on-grade-

level student responses. Note that the sum of the item counts within tables 4-6 (within a content

area) is somewhat less than the total numbers of items reported in Table 1. The item counts in

tables 4-6 are only based on items with pretest item statistics.

Table 4. Summary of Pretest Item Difficulty Statistics

for the Accucess Mathematics Item Pool

Mathematics

Grade Level

Item Count

Mean P-Value

SD P-Value

Median P-Value

5th Percentile

95th Percentile

2 706 0.73 0.18 0.75 0.42 0.96

3 1,066 0.68 0.21 0.71 0.27 0.94

4 1,245 0.64 0.21 0.66 0.24 0.93

5 822 0.61 0.20 0.63 0.26 0.89

6 1,074 0.60 0.22 0.63 0.20 0.92

7 1,187 0.54 0.21 0.56 0.15 0.84

8 963 0.57 0.21 0.58 0.21 0.89

9 1,772 0.56 0.16 0.58 0.28 0.82

10 306 0.52 0.20 0.53 0.17 0.82

11 363 0.63 0.18 0.64 0.27 0.92

As can be seen in Table 4, the average item p-values for mathematics generally decrease

across grade levels. This likely reflects the cumulative impact, across grade levels, of the

increased rigor of next generation standards based curriculum for mathematics on students who

(12)

have not benefitted from that curriculum in lower grades (i.e., since the standards are relatively

new, students in the upper grades would not have had the benefit from the new curriculum

when they were in the lower grades). In contrast, Tables 5 and 6, show that the average item p-

values (difficulties) are generally consistent across curricular grade levels for the Accucess

Reading and Language Arts item pools. This may suggest that students may be somewhat

better prepared for the new reading and language-arts standards. Recall that items were pre-

tested using on-grade-level students in a standards-mastery environment. Assuming that

students responded to items following instruction on a given topic, it seems reasonable that, on

average, 60-70% of students were able to correctly answer questions.


for the Accucess Reading Item Pool

Reading

Grade Level

Item Count

Mean P-Value

SD P-Value

Median P-Value

5th Percentile

95th Percentile

2 1,170 0.68 0.15 0.69 0.42 0.90

3 1,314 0.68 0.16 0.70 0.39 0.91

4 1,244 0.69 0.16 0.70 0.40 0.92

5 1,240 0.71 0.16 0.73 0.42 0.94

6 1,088 0.68 0.16 0.69 0.39 0.92

7 1,056 0.69 0.15 0.70 0.41 0.90

8 1,099 0.70 0.15 0.71 0.41 0.92

9 843 0.66 0.16 0.67 0.37 0.89

10 986 0.65 0.16 0.67 0.36 0.89

11 915 0.69 0.17 0.71 0.38 0.92

12 908 0.68 0.15 0.69 0.41 0.89

(13)


for the Accucess Language Arts Item Pool

Language Arts

Grade Level

Item Count

Mean P-Value

SD P-Value

Median P-Value

5th Percentile

95th Percentile

2 772 0.68 0.15 0.70 0.41 0.89

3 1,062 0.68 0.17 0.70 0.36 0.91

4 1,088 0.69 0.17 0.71 0.37 0.93

5 964 0.70 0.17 0.73 0.38 0.95

6 994 0.68 0.18 0.70 0.36 0.94

7 969 0.68 0.18 0.71 0.36 0.93

8 1,125 0.68 0.18 0.71 0.37 0.94

9 778 0.66 0.18 0.68 0.35 0.91

10 772 0.67 0.18 0.70 0.34 0.92

11 806 0.70 0.19 0.73 0.34 0.95

12 892 0.66 0.18 0.69 0.35 0.92

Test Development

All Accucess assessments employ an item selection algorithm that uniquely customizes each

student’s testing experience based on their responses to previously administered items. In this

way, the assessment dynamically adapts to the underlying proficiency level of the student as the

test progresses. The proprietary adaptive algorithm powering Accucess was developed by a

team of instructional, measurement, and technical infrastructure experts and has been tested

extensively through the use of computer-based simulations prior to field testing and operational

deployment.

A distinguishing feature of Accucess is that precise estimates of student ability can be derived

regardless of initial item selection. Educators are able to determine the starting level of an

Accucess assessment using any existing achievement information that they may have. In many

instances, however, this information may not exist. The Accucess item selection algorithm and

associated stopping rules ensure that students are able to move from one end of the curriculum

score scale to the other, if necessary. In operational administration, typical test administration is

about 30 items in length.

(14)

III. Validity and Reliability

Validity of Scores from Accucess Assessments

Validity is defined as the degree to which an educational assessment measures what it intends

to measure. An assessment itself is not valid or invalid; rather, the scores from the assessment

are either valid or invalid for a particular use. Accucess tests have been designed to provide

valid scores for measuring educational achievement; to determine curricular placement; and to

identify the individualized instructional prescription for learners.

Therefore, it is critical—and incumbent on test publishers—to present a body of evidence

showing that the scores from their assessments can be used to make accurate statements

about student abilities and curricular placement. Gathering validity evidence on any assessment

is always an ongoing process. To support the validity of Accucess scores for their intended

purposes,

This technical manual is provided as documentation on the processes and procedures used to

ensure that the Accucess assessment has been constructed in a manner that is designed to

provide valid outcomes. In addition, Accucess administration training materials provide

information on the appropriate use of Accucess assessments and the appropriate interpretation

of Accucess assessment outcomes.

Content Validity

Content validity is the primary type of validity evidence for all educational tests. Content validity

includes demonstrating the alignment of goals and objectives of the test with the instructional

curriculum.

Accucess assessments contain content that effectively measures the achievement level and

placement of students in the subjects of Mathematics, Language Arts, and Reading Skills and

Comprehension. All items in the Accucess assessment item pools were developed by content

experts in accordance with widely accepted guidelines for writing high-quality test items.

Additionally, the manner in which the goals and objectives for each assessment are developed

to promote a high degree of alignment between the instructional curriculum and the Accucess

test content. The Accucess item selection algorithm promotes the selection of a group of items

that most completely align with the goals and objectives of the test, as well as with the

appropriate placement level of students into the PLATO curriculum.

The procedures used to develop Accucess item pools, the curricular measurement scales, and

the assessment development process are a direct result of Edmentum’s goal to create an

assessment system capable of providing tests that are applicable to individual students. Taken

together, the item development process, test content definition process, and test construction

(15)

process (as described in this document) provide strong evidence that the content of Accucess

assessments is valid for its intended use.

Reliability of Accucess Scores

In assessing the psychometric soundness of an assessment, one of the most widely used

indicators is the reliability of the assessment. Reliability is an indicator of the consistency of test

scores and is expressed in the same manner as a correlation coefficient. The range of values

for reliability coefficients spans from 0.00 to 1.00. Values in excess of 0.70 are generally

considered acceptable, and values above 0.90 are considered good.

Given the adaptive nature of the Accucess assessments it is difficult to evaluate the reliability of

those assessments using conventional methods which primarily focus on measures of internal

consistency.

Using Simulation to Evaluate Accucess

To evaluate the accuracy of the adaptive assessment to make placements into the PLATO

curriculum a series of psychometric simulations were conducted. In these simulations a large

number of simulated students progressed through the Accucess adaptive algorithm and content

area item pools. The response of each simulated student-by-item encounter was generated in

accordance with the probabilistic nature of a Rasch-based item response theory model. A total

of 500 simulated student response vectors representing their progression through their

simulated Accucess adaptive assessments. Simulated students were generated at six “true”

levels of ability (i.e., the known underlying true ability giving rise to simulated student responses)

as expressed on the Accucess curriculum score scale. The accuracy of the Accucess adaptive

assessments were evaluated at “true” ability score scale values of 300 through 1000 at

increments of 100 (e.g., 300, 400, 500, and so forth). The final curriculum score scale value

after administering an adaptive test (based on a simulated student’s model-based responses at

the “true” ability score scale value) was recorded and compared with the underlying “true” ability

score scale value as a measure of the accuracy of the Accucess adaptive algorithm and item

pools. Given that this was simulation-based, the only thing that should affect the resulting

estimated curriculum scale score values would be: (a) the probabilistic nature of the simulated

student responses, (b) the efficiency of the Accucess adaptive algorithm, and (c) the adequacy

of the Accucess item pool from which items were selected during the (simulated) adaptive

assessment.

A summary of the simulation results is helpful in demonstrating the accuracy of the Accucess

adaptive algorithm. The results of the simulation studies for the Accucess mathematics

adaptive assessment are presented in Figure 2. The means of the estimated mathematics

curriculum scale values for the simulated students at each of the “true” ability scale values are

shown by red diamonds on the graph. The means of the estimated Accucess curriculum scale

(16)

scores in mathematics and the empirical standard errors of the N=500 simulated students are

shown in the graph for simulated students at “true” ability score scale values of 300 – 1000 in

increments of 100. For example, the 500 simulated Accucess mathematics adaptive

assessments shown in Figure 2 at a “true” underlying ability scale value of 300 yielded a mean

estimated curriculum score values of 311.62 (a slight overestimate from the diagonal line that

would represent a perfect recovery of the generating, or “true” scale value – in this case a

curriculum scale value of 300).

The standard deviation of these estimated curriculum scale score values is represented (on the

graphs shown in Figures 2-4) by the horizontal blue lines which show a ±1 standard deviation

band around the mean of the estimated curriculum score scale values. Given that this standard

deviation represents the variation in estimated curriculum scale values from their “true” (or

generating) student ability scale value, this standard deviation may be regarded as an empirical

measure of the conditional standard error of measurement associated with the adaptive

assessment scoring at each of the selected points along the curriculum (ability) scale. The

average of these standard deviation (i.e., empirical standard error) values for the mathematics

assessment was 43 scale points on the curriculum score scale. Thus, we would expect that a

student’s estimated curriculum scale value score should typically be within ± 43 scale points of

their “true” underlying curriculum scale score. Given the brevity of the Accucess adaptive

assessments this level of error around the final estimated curriculum scores is adequate for

placing students into the PLATO curriculum at a point where they should be able to begin

lessons.

(17)

Figure 2. Evaluation of the Accucess adaptive algorithm for simulated

students at selected “true” ability levels (300 – 1000) along the curriculum

scale for the Mathematics assessment.

For the Accucess reading skills and comprehension assessment the simulation results (shown

in figure 3) were very similar to those from the mathematics assessment. The average of the

standard deviation (i.e., standard error) values for the reading skills and comprehension

adaptive assessment was 46 scale points on the curriculum score scale. Thus, a student’s

estimated reading skills and comprehension curriculum scale value score should typically be

within ± 46 scale points of the actual estimated curriculum scale score reported. This error band

around a “true” (i.e., simulated) student ability scale value is only slightly higher than the result

for the mathematics assessment.

311.62

407.72

506.75

596.14

695.14

790.96

884.29

983.87

200

300

400

500

600

700

800

900

1000

1100

200 300 400 500 600 700 800 900 1000 1100

Mo

del

Est

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ed C

urr

icu

lum

Sca

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evel

True Ability Curricular Scale Level

Evaluation of Accucess adaptive algorithm (Mathematics)(N = 500 replications at each True Ability Level)

Mean Ability Estimates

(18)



scale for the Reading Skills and Comprehension assessment.

For the Accucess Language Arts assessment the simulation results (shown in figure 4) were

also very similar to those from the mathematics and reading skills and comprehension

assessments. The average of the standard deviation (i.e., standard error) values for the

Language Arts adaptive assessment was 47 scale points on the curriculum score scale. Thus,

a student’s estimated Language Arts curriculum scale value score should typically be within ±

47 scale points of the actual estimated curriculum scale score reported. This error band around

a “true” ability scale value is only slightly higher than the result for the mathematics and reading

skills and comprehension assessments.

333.48

422.82

515.57

601.89

694.92

779.48

875.03

967.97

200

300

400

500

600

700

800

900

1000

1100

200 300 400 500 600 700 800 900 1000 1100

Mo

del

Est

imat

ed C

urr

icu

lum

Sca

le L

evel


Evaluation of Accucess adaptive algorithm (Reading Skills and Comprehension)(N = 500 replications at each True Ability Level)


(19)



scale for the Language Arts assessment

312.65

410.68

502.44

594.85

693.01

791.90

886.86

983.45

200

300

400

500

600

700

800

900

1000

1100

200 300 400 500 600 700 800 900 1000 1100

Mo

del

Est

imat

ed C

urr

icu

lum

Sca

le L

evel


Evaluation of Accucess adaptive algorithm (Language Arts)(N = 500 replications at each True Ability Level)


(20)

IV. Summary

Accucess is an efficient assessment solution that can also connect students to the resources

they need to achieve academic success. As a learner moves through the Accucess

assessment, the algorithm selects the next item to present. The item pool from which these are

pulled has been increased to over 35,000 items across the three assessments in this latest

release. This larger item pool has been carefully selected for quality, relevancy to the scope

and sequence, and contains content that specifically targets more rigorous next generation

standards. The item pool contains a wide range of item types, including technology-enhanced

items. The adaptive algorithm in this latest release of Accucess has been enhanced to provide

more efficient curriculum placements.

Upon completion of an Accucess content area assessment, student performance is reported as

a curriculum score that is based on the Accucess scope and sequence table. Accucess

provides the option to automatically assign an individualized learning plan in the PLATO

curriculum to address needed instructional objectives and help students reach grade-level

learning expectations in the curricular areas of mathematics, reading comprehension, and

language arts.

Accucess can:

Efficiently assess students in grades 5 through 12.

Automatically prescribe rigorous content to individualize learning.

Evaluate student knowledge and skills to begin instruction at an appropriate, accessible

level.

Identify target areas needing special emphasis for an individual or small group.

Identify appropriate instructional levels for transient students

Edmentum is committed to providing research based instructional and assessment solutions

with research-proven effectiveness to help all students learn.

(21)

References

American Educational Research Association, American Psychological Association, and National

Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, D.C.: American Educational Research Association.

Haladyna, T. M. (2004). Developing and validating multiple-choice test items (Third Edition).

New York: Routledge. Miller, D.M., Linn, R.L., and Gronlund, N.E. (2013). Measurement and assessment in teaching

(11th Edition). Upper Saddle River, NJ: Pearson. Osterlind, S.J. (1998). Constructing test items: Multiple-choice, constructed response,

performance, and other formats (2nd Edition). Norwell, MA: Kluwer Academic Publishers. Taylor, S. E. (1989). EDL core vocabularies: Reading, mathematics, science, social studies.

Austin, TX: Steck-Vaughn Publishing.

(22)

Appendix A.

Accucess Mathematics Scope and Sequence

(23)

Appendix A: Accucess Mathematics Scope and Sequence

Grade Level Scale Strand Topic

2 200 Operations & Algebraic Thinking Real World Problems

2 205 Operations & Algebraic Thinking Symbolize Addition

2 210 Operations & Algebraic Thinking Addition and Subtraction Facts

2 215 Operations & Algebraic Thinking Foundations of Multiplication

2 220 Number & Operations in Base Ten Place Value

2 225 Number & Operations in Base Ten Counting Numbers

2 230 Number & Operations in Base Ten Reading and Writing Numbers

2 235 Number & Operations in Base Ten Expanded Notation

2 240 Number & Operations in Base Ten Compare Whole Numbers

2 245 Number & Operations in Base Ten Addition and Subtraction Properties

2 250 Number & Operations in Base Ten Addition and Subtraction Within 100

2 255 Number & Operations in Base Ten Addition and Subtraction Within 1,000

2 260 Measurement & Data Measuring Length

2 265 Measurement & Data Length Problems

2 270 Measurement & Data Time

2 275 Measurement & Data Money

2 280 Measurement & Data Graphs

2 285 Geometry 2- and 3- Dimensional Shapes

2 290 Geometry Area by Counting

2 295 Geometry Fractional Parts

3 300 Operations & Algebraic Thinking Model Multiplication and Division

3 304 Operations & Algebraic Thinking Number Sentences


3 312 Operations & Algebraic Thinking Multiplication and Division Properties

3 316 Operations & Algebraic Thinking Multiplication and Division Facts

3 320 Operations & Algebraic Thinking Two-Step Real World Problems

3 324 Operations & Algebraic Thinking Estimate Solutions

3 328 Operations & Algebraic Thinking Number Patterns

3 332 Number & Operations in Base Ten Rounding Numbers

3 336 Number & Operations in Base Ten Addition and Subtraction

3 340 Number & Operations in Base Ten Multiply by Multiples of 10

3 344 Number & Operations - Fractions Fractions

3 348 Number & Operations - Fractions Equivalent Fractions

3 352 Number & Operations - Fractions Comparing Fractions


3 360 Measurement & Data Time Elapsed

(24)



3 364 Measurement & Data Capacity and Mass

3 368 Measurement & Data Graphs

3 372 Measurement & Data Area

3 376 Measurement & Data Perimeter

3 380 Geometry 2-Dimensional Shapes

3 384 Geometry Shape Partitions

4 400 Operations & Algebraic Thinking Multiplicative Comparisons


4 406 Operations & Algebraic Thinking Factors and Multiples

4 409 Operations & Algebraic Thinking Patterns

4 412 Number & Operations in Base Ten Place Value

4 415 Number & Operations in Base Ten Expanded Notation

4 418 Number & Operations in Base Ten Compare Numbers

4 421 Number & Operations in Base Ten Rounding Numbers

4 424 Number & Operations in Base Ten Addition and Subtraction

4 427 Number & Operations in Base Ten Multiplication

4 430 Number & Operations in Base Ten Division

4 433 Number & Operations - Fractions Equivalent Fractions

4 436 Number & Operations - Fractions Compare Fractions

4 439 Number & Operations - Fractions Adding and Subtracting Fractions

4 442 Number & Operations - Fractions Multiplying Fractions

4 445 Number & Operations - Fractions Convert Fractions to Decimals

4 448 Number & Operations - Fractions Compare Decimals

4 451 Measurement & Data Units of Measurement

4 454 Measurement & Data Measuring Objects


4 460 Measurement & Data Money

4 463 Measurement & Data Perimeter and Area

4 466 Measurement & Data Represent and Interpret Data

4 469 Measurement & Data Angle Measurement

4 472 Geometry Points, Lines, Rays, and Segments

4 475 Geometry Angles

4 478 Geometry Classify 2-Dimensional Figures

4 481 Geometry Symmetry

5 500 Operations & Algebraic Thinking Numerical Expressions

5 505 Operations & Algebraic Thinking Number Patterns

(25)



5 510 Number & Operations in Base Ten Powers of Ten

5 515 Number & Operations in Base Ten Representations of Decimals

5 520 Number & Operations in Base Ten Comparing Decimals

5 525 Number & Operations in Base Ten Rounding Decimals

5 530 Number & Operations in Base Ten Multiply Whole Numbers

5 535 Number & Operations in Base Ten Model Division of Whole Numbers

5 540 Number & Operations in Base Ten Add and Subtract Decimals

5 545 Number & Operations in Base Ten Multiply and Divide Decimals

5 550 Number & Operations in Base Ten Real World Problems

5 555 Number & Operations - Fractions Add and Subtract Fractions

5 560 Number & Operations - Fractions Multiplication with Fractions

5 565 Number & Operations - Fractions Division with Fractions

5 570 Number & Operations - Fractions Problem Solving with Fractions

5 575 Measurement & Data Units of Measure

5 580 Measurement & Data Representing and Interpreting Data

5 585 Measurement & Data Volume

5 590 Geometry Coordinate System

5 595 Geometry 2-Dimensional Figures

6 600 Ratios & Proportional Relationships Ratios and Ratio Language

6 604 Ratios & Proportional Relationships Unit Rates

6 608 Ratios & Proportional Relationships Units of Measurement

6 612 Ratios & Proportional Relationships Percents

6 616 The Number System Division of Fractions

6 620 The Number System Division of Whole Numbers

6 624 The Number System Arithmetic with Decimals

6 628 The Number System Number Theory

6 632 The Number System Negative and Positive Numbers

6 636 The Number System Number Lines

6 640 The Number System Coordinate Planes

6 644 The Number System Absolute Value

6 648 Expressions & Equations Write Expressions

6 652 Expressions & Equations Evaluate Expressions

6 656 Expressions & Equations Equivalent Expressions

6 660 Expressions & Equations Solve Equations and Inequalities

6 664 Expressions & Equations Symbolize Problem Situations

6 668 Expressions & Equations Number Sentences

(26)



6 672 Expressions & Equations Quantitative Relationships

6 676 Geometry Area

6 680 Geometry Surface Area and Volume

6 684 Geometry Coordinate Geometry

6 688 Statistics & Probability Statistical Analysis

6 692 Statistics & Probability Graphing and Interpreting Data

7 700 Ratios & Proportional Relationships Unit Rates

7 704 Ratios & Proportional Relationships Proportional Relationships

7 708 Ratios & Proportional Relationships Percents

7 712 Ratios & Proportional Relationships Ratios and Proportions

7 716 The Number System Properties of Addition and Subtraction

7 720 The Number System Properties of Multiplication and Division

7 724 The Number System Compute with Rational Numbers

7 728 The Number System Single-Step Real World Problems

7 732 Expressions & Equations Linear Expressions

7 736 Expressions & Equations Multi-Step Real World Problems

7 740 Expressions & Equations Symbolize and Solve Equations

7 744 Expressions & Equations Symbolize and Solve Inequalities

7 748 Geometry Scale Drawings

7 752 Geometry Triangles

7 756 Geometry Three-Dimensional Figures

7 760 Geometry Circles

7 764 Geometry Angles

7 768 Geometry Area, Surface Area, and Volume

7 772 Statistics & Probability Sampling Analysis

7 776 Statistics & Probability Central Tendency and Variability

7 780 Statistics & Probability Probability

8 800 The Number System Real Numbers

8 805 The Number System Rational Approximations

8 810 Expressions & Equations Exponential Expressions

8 815 Expressions & Equations Square and Cube Roots

8 820 Expressions & Equations Scientific Notation

8 825 Expressions & Equations Proportional Relationships

8 830 Expressions & Equations Solving Linear Equations

8 835 Expressions & Equations Systems of Equations

8 840 Functions Functions

(27)



8 845 Functions Linear vs. Nonlinear

8 850 Functions Linear Relationships

8 855 Geometry Object Transformations

8 860 Geometry Similarity and Congruence

8 865 Geometry Angles and Lines

8 870 Geometry Pythagorean Theorem

8 875 Geometry Volume

8 880 Statistics & Probability Scatter Plots

8 885 Statistics & Probability Best-Fit Linear Models

8 890 Statistics & Probability Two-Way Tables

9 900 Relationships Between Quantities and Reasoning with Equations

Quantities and Units


Interpret Graphs


Symbolize with Linear and Exponential Expressions


Create Linear and Exponential Equations and Inequalities


Solve Equations and Inequalities


Create Systems of Equations and Inequalities


Rewrite Linear Variable Equations


Properties of Arithmetic


Solve Linear Equations


Solve Linear Inequalities


Solve Exponential Equations

9 922 Linear and Exponential Relationships Rational Exponents

9 924 Linear and Exponential Relationships Systems of Equations

9 926 Linear and Exponential Relationships Solve Equations by Graphing

9 928 Linear and Exponential Relationships Linear Inequalities in Two Variables

9 930 Linear and Exponential Relationships Functions

9 932 Linear and Exponential Relationships Evaluate Functions

(28)



9 934 Linear and Exponential Relationships Interpret Functions in Context

9 936 Linear and Exponential Relationships Domain of a Function

9 938 Linear and Exponential Relationships Rate of Change

9 940 Linear and Exponential Relationships Graphs of Linear and Exponential Functions

9 942 Linear and Exponential Relationships Compare Properties of Linear and Exponential Functions

9 944 Linear and Exponential Relationships Writing Functions

9 946 Linear and Exponential Relationships Sequences

9 948 Linear and Exponential Relationships Linear and Exponential Function Transformations

9 950 Linear and Exponential Relationships Linear and Exponential Models

9 952 Descriptive Statistics Comparing Data

9 954 Descriptive Statistics Two-Way Frequency Tables

9 956 Descriptive Statistics Scatterplots

9 958 Expressions & Equations Symbolize with Expressions

9 960 Expressions & Equations Simplify Expressions

9 962 Expressions & Equations Quadratic Expressions

9 964 Expressions & Equations Polynomial Expressions

9 966 Expressions & Equations Create Quadratic Equations and Inequalities

9 968 Expressions & Equations Rewrite Equations

9 970 Expressions & Equations Solve Quadratic Equations

9 972 Expressions & Equations Systems of Equations

9 974 Quadratic Functions and Modeling Operations with Rational and Irrational Numbers

9 976 Quadratic Functions and Modeling Interpret Quadratic Functions

9 978 Quadratic Functions and Modeling Graphs of Functions

9 980 Quadratic Functions and Modeling Compare Properties of Functions

9 982 Quadratic Functions and Modeling Writing Quadratic Functions

9 984 Quadratic Functions and Modeling Function Transformations

9 986 Quadratic Functions and Modeling Inverse Functions

10 1000 Congruence, Proof, and Constructions Transformations in the Plane

10 1005 Congruence, Proof, and Constructions Congruence

10 1010 Congruence, Proof, and Constructions Theorems and Proofs

10 1015 Congruence, Proof, and Constructions Geometric Constructions

10 1020 Similarity, Proof, and Trigonometry Similarity and Similarity Transformations

(29)



10 1025 Similarity, Proof, and Trigonometry Similarity and Congruence of Triangles

10 1030 Similarity, Proof, and Trigonometry Right Triangle Trigonometry

10 1035 Similarity, Proof, and Trigonometry Area of a Triangle

10 1040 Similarity, Proof, and Trigonometry Law of Sines and Law of Cosines

10 1045 Extending to Three Dimensions Volume

10 1050 Extending to Three Dimensions Two and Three-Dimensional Objects

10 1055 Connecting Algebra and Geometry Through Coordinates

Lines - Parallel, Perpendicular, and Ratios


Coordinate Geometry


Parabola Equations

10 1070 Circles With and Without Coordinates Circles without Coordinates

10 1075 Circles With and Without Coordinates Circles with Coordinates

10 1080 Applications of Probability Probability

11 1100 Polynomial, Rational, and Radical Relationships

Complex Numbers


Factor and Solve Polynomial Equations


Interpret Expressions


Geometric Series


Polynomial Expressions


Zeros of Polynomials


Binomial Theorem


Simplify Rational Expressions


Rational Expressions


Solve Rational and Radical Equations


Solve Equations by Graphing


Solve Equations Using Tables

(30)




Solve Equations Using Successive Approximations


Graphs of Polynomial Functions

11 1142 Trigonometric Functions Unit Circle

11 1145 Trigonometric Functions Pythagorean Identity

11 1148 Modeling with Functions Create Equations and Inequalities

11 1151 Modeling with Functions Solve Equations and Inequalities

11 1154 Modeling with Functions Create Systems of Equations and Inequalities

11 1157 Modeling with Functions Rewrite Equations

11 1160 Modeling with Functions Graphs of Trigonometric Functions

11 1163 Modeling with Functions Interpret Functions in Context

11 1166 Modeling with Functions Selecting Function Type from Context

11 1169 Modeling with Functions Properties of Functions

11 1172 Modeling with Functions Function Transformations

11 1175 Modeling with Functions Inverse Functions

11 1178 Modeling with Functions Solve Exponential Models with Logarithms

11 1181 Inferences and Conclusions from Data Normal Distribution

11 1184 Inferences and Conclusions from Data Sampling and Experiments

11 1187 Inferences and Conclusions from Data Probability and Decision Making

(31)

Appendix B.

Accucess Reading Skills and Comprehension Scope and Sequence

(32)

Appendix B: Accucess Reading Skills and Comprehension Scope and Sequence


2 200 Reading Standards: Foundation Skills

Phonics


Syllables


Roots and Affixes


Spelling

2 216 Language Standards: Language and Vocabulary

Formal and Informal Language


Context Clues


Multiple Meaning Words


Compound Words


Connections Between Words


Shades of Meaning

2 240 Reading Standards for Literature Asking and Answering Questions

2 244 Reading Standards for Literature Recounting Stories

2 248 Reading Standards for Literature Lessons and Morals

2 252 Reading Standards for Literature Characters

2 256 Reading Standards for Literature Major Events and Challenges

2 260 Reading Standards for Literature Setting

2 264 Reading Standards for Literature Point of View

2 268 Reading Standards for Literature Rhythm and Meaning

2 272 Reading Standards for Literature Images and Illustrations

2 276 Reading Standards for Literature Compare and Contrast

2 280 Reading Standards for Informational Text

Main Topic and Focus


Describing Connections


Text Features


Main Purpose

(33)




Diagrams, Charts, and Graphs

3 300 Reading Standards: Foundational Skills

Phonics


Root Words and Affixes


Syllable Patterns


Spelling


Using Words for Effect


Context Clues




Connections Between Words


Shades of Meaning

3 327 Reading Standards for Literature Asking and Answering Questions

3 330 Reading Standards for Literature Recounting Stories

3 333 Reading Standards for Literature Lessons and Morals


3 339 Reading Standards for Literature Employing Dialogue

3 342 Reading Standards for Literature Sequence of Events


3 348 Reading Standards for Literature Distinguishing Figurative Language

3 351 Reading Standards for Literature Structures of Texts

3 354 Reading Standards for Literature Point of View

3 357 Reading Standards for Literature Illustrations



Main Idea


Events, Ideas, and Procedures


Academic Language

(34)




Text Features


Author's Point of View


Maps, Charts and Photographs


Logical Connections


Context Clues






Reference Materials


Idioms, Adages, and Proverbs


Synonyms and Antonyms

4 424 Reading Standards for Literature Textual Evidence

4 428 Reading Standards for Literature Drawing Inferences

4 432 Reading Standards for Literature Summarizing Texts

4 436 Reading Standards for Literature Theme



4 448 Reading Standards for Literature Plot

4 452 Reading Standards for Literature Figurative Meanings

4 456 Reading Standards for Literature Poems, Drama, and Prose

4 460 Reading Standards for Literature Comparing Points of View

4 464 Reading Standards for Literature Visual Presentation of Text



Main Idea and Supporting Details


Events, Procedures, and Ideas


Cause and Effect

(35)




Academic Language


Text Structure


Graphic Features


Using Evidence to Support Claims


Context Clues






Reference Materials


Idioms, Adages, and Proverbs


Synonyms and Antonyms


5 528 Reading Standards for Literature Drawing Inferences

5 532 Reading Standards for Literature Summarizing Texts





5 552 Reading Standards for Literature Figurative Language


5 560 Reading Standards for Literature Narrator's Point of View

5 564 Reading Standards for Literature Visual Elements



Main Idea


Supporting Details


Events, Ideas, and Concepts

(36)




Cause and Effect


Academic Language


Text Structure


Information from Sources

6 600 Language Standards Context Clues

6 604 Language Standards Multiple Meaning Words

6 608 Language Standards Root Words and Affixes

6 612 Language Standards Reference Materials

6 616 Language Standards Word Relationships


6 624 Reading Standards for Literature Inferences


6 632 Reading Standards for Literature Summary





6 652 Reading Standards for Literature Connotation and Denotation

6 656 Reading Standards for Literature Meaning and Tone


6 664 Reading Standards for Literature Literary Point of View



Central Ideas


Technical Meanings


Text Structure


Evaluating Arguments




(37)














7 756 Reading Standards for Literature Sound and Structure




Central Ideas


Technical Meanings


Meaning and Tone


Text Structure
















(38)







8 860 Reading Standards for Literature Cultural Literature



8 872 Reading Standards for Literature Producing Suspense and Humor


Central Ideas


Technical Meanings


Text Structure






















Central Ideas

(39)




Text Structure


Technical Meanings






Analyzing Documents


















Central Ideas


Text Structure


Technical Meanings






Analyzing Documents

(40)

















11 1156 Reading Standards for Literature Literal and Intended Meaning

11 1160 Reading Standards for Literature American Literature


Central Ideas


Text Structure


Technical Meanings




Evaluating Argument


Analyzing U.S. Documents




12 1212 Language Standards Interpreting Figures of Speech

12 1216 Language Standards Connotation and Denotation




12 1232 Reading Standards for Literature Objective Summary

(41)






12 1248 Reading Standards for Literature Impact and Tone

12 1252 Reading Standards for Literature Understanding Layers of Meaning

12 1256 Reading Standards for Literature Analyzing U.S. Works and Documents


Analyzing Multiple Ideas


Technical Meanings


Structuring Text




Applying Sources of Information


Author's Argument

(42)

Appendix C.

Accucess Language Arts Scope and Sequence

(43)

Appendix C: Accucess Language Arts Scope and Sequence


2 200 Language Standards: Conventions

of Standard English

Nouns


of Standard English

Plurals


of Standard English

Pronouns


of Standard English

Verbs


of Standard English

Adjectives and Adverbs


of Standard English

Complete Sentences


of Standard English

Capitalization


of Standard English

Punctuation


of Standard English

Apostrophes


of Standard English

Dictionaries and Glossaries

2 250 Writing Standards Introducing and Closing Topics

2 255 Writing Standards Supporting and Developing Topics

2 260 Writing Standards Linking Words

2 265 Writing Standards Focus on a Topic

2 270 Writing Standards Revising

2 275 Writing Standards Editing

2 280 Writing Standards Recalling Information

2 285 Writing Standards Gathering Information


of Standard English

Nouns


of Standard English

Plurals


of Standard English

Pronouns


of Standard English

Verbs


of Standard English



of Standard English

Conjunctions


of Standard English

Simple, Compound, and Complex

Sentences 3 328 Language Standards: Conventions

of Standard English

Capitalization


of Standard English

Punctuation


of Standard English

Possessives


of Standard English

Reference Materials


3 348 Writing Standards Supporting Facts and Details

3 352 Writing Standards Linking Words and Phrases

3 356 Writing Standards Task, Purpose, and Audience

3 360 Writing Standards Planning



3 372 Writing Standards Gathering Information

(44)




3 380 Writing Standards Taking Notes


of Standard English

Pronouns


of Standard English

Adverbs


of Standard English

Relative Pronouns and Relative Adverbs


of Standard English

Adjectives


of Standard English

Verbs


of Standard English

Progressive Tenses


of Standard English

Modal Auxiliaries


of Standard English

Prepositional Phrases


of Standard English

Fragments and Run-Ons


of Standard English

Frequently Confused Words


of Standard English

Capitalization


of Standard English

Punctuation


of Standard English

Conjunctions


of Standard English

Spelling


4 445 Writing Standards Organizing Ideas

4 448 Writing Standards Transitional Words and Phrases

4 451 Writing Standards Text Formatting

4 454 Writing Standards Precise Language and Sensory Details





4 469 Writing Standards Gathering Relevant Information


4 475 Writing Standards Taking Notes

4 478 Writing Standards Bibliographic Information


of Standard English

Conjunctions


of Standard English

Prepositions


of Standard English

Pronouns


of Standard English

Verbs


of Standard English



of Standard English

Capitalization


of Standard English

Punctuation


of Standard English

Spelling

(45)





5 540 Writing Standards Transitional Words and Phrases

5 544 Writing Standards Text Formatting

5 548 Writing Standards Precise Language

5 552 Writing Standards Task, Purpose and Audience






5 576 Writing Standards Paraphrasing and Taking Notes

5 580 Writing Standards Bibliographic Information

6 600 Language Standards Pronouns

6 604 Language Standards Adjectives and Adverbs

6 608 Language Standards Verbs

6 612 Language Standards Capitalization

6 616 Language Standards Punctuation

6 620 Language Standards Spelling

6 624 Language Standards Varied Sentence Structure



6 636 Writing Standards Transitions



6 648 Writing Standards Formatting and Graphics






6 672 Writing Standards Quoting and Paraphrasing Data

6 676 Writing Standards Citing Information

7 700 Language Standards Phrases and Clauses

7 704 Language Standards Varied Sentence Structure

7 708 Language Standards Misplaced and Dangling Modifiers


(46)





















8 800 Language Standards Verbals

8 804 Language Standards Active and Passive Voice

8 808 Language Standards Using Verbs in Moods

















(47)








9 908 Language Standards Subject-Verb Agreement

9 912 Language Standards Verb Tense

9 916 Language Standards Parallel Structure






9 940 Writing Standards Supplying and Developing Evidence










9 980 Writing Standards Citation Formats














(48)



















11 1132 Language Standards Hyphenation Conventions

















12 1212 Language Standards Active and Passive Voice

12 1216 Language Standards Verbs and Mood



(49)








12 1248 Writing Standards Transitional Devices


12 1256 Writing Standards Sentence Structures

12 1260 Writing Standards Precise Language





12 1280 Writing Standards Citations