ABSTRACT
The test development process is iterative. As assessment systems are designed, items are written, reviewed, tried out and piloted, and as tests are field tested and finally implemented, information is collected regarding how items and forms appear to function. This information undergirds decisions about which items are completed, retained, changed, and which are weeded out altogether. It also informs which test materials are developed (and how), and what kinds of accommodations will be utilized to minimize barriers for some students. However, do the assessments and items tap the knowledge and skills intended? Can developers and clients be reasonably assured that students who have the requisite knowledge and skills will be able to effectively interact with the items and forms? Do scores on tests and forms within the assessment system appear to be comparable so that inferences can be defended across the entire range of test takers? Answers to these questions presume that adequate care has been taken to ensure that information about the quality of the assessments has been obtained for all test takers, including those with diverse needs.
