Before any item construction can take place, a test needs to be carefully conceptualized. Conceptualization of tests includes figuring out the number and types of items that will adequately measure each of a state's content standards in a particular subject area (e.g., English language arts, mathematics, science.). The content to be measured must be defined precisely and explicitly, minimizing the effects of irrelevant factors.
In addition, each item needs to be written with accessibility features, that is, items that respect the diversity of the assessment population, are sensitive to test taker characteristics and experiences (gender, age, ethnicity, socioeconomic status, region, disability, language). Avoid content that might unfairly advantage or disadvantage any student subgroup, and minimize the effects of extraneous factors (e.g., avoid unnecessary use of graphics that cannot be presented in braille, use font size and white space appropriate for clarity and focus, avoid unnecessary linguistic complexity when it is not being assessed). Item writers may also need a description of the diverse needs of the population of students tested within a particular state. Bidders must also provide for a full range of test performance to avoid ceiling or floor effects, and must develop an item pool of sufficient size to permit the elimination of items that are not found to be universally appropriate during the test tryout and item analysis.
Item design is a time consuming and challenging practice. Yet, when items are designed from the beginning with accessibility in mind, they may save time and effort later. Well-designed items often move past item review teams (discussed below) with ease.
Next: Universal Design Step 3