Abstract: A method and system for administering an assessment to a student are disclosed. The expected weight of evidence may be calculated for each of one or more tasks based on a student model pertaining to a student. A task may be selected based on the calculated expected weights of evidence. The selected task may be administered to the student, and evidence may be collected regarding the selected task. The student model pertaining to the student may be updated based on the evidence. A determination of whether additional information is required to assess the student may be made. If additional information is required to assess the student, the above steps may be repeated. Otherwise, a proficiency status may be assigned to the student based on the student model.

Abstract: Methods for designing an assessment and providing accessibility features for a test taker profile are disclosed. A test taker profile, including multiple knowledge, skill and other attribute(s) (KSAs), is defined in which each KSA has a specific level. Each KSA is designated as either a focal KSA (an essential part of the targeted proficiency to be measured) or an ancillary KSA (not an essential part). For each focal KSA, a focal value (the value that the test taker must have to possess a high level in the targeted proficiency) is defined. For a particular test design alternative (which may include an accessibility feature), a requirement is determined for each KSA. An accessibility feature is selected which avoids indications of invalidity, including: a mismatch between the targeted proficiency and the expected proficiency; the test taker profile does not satisfy all ancillary requirements; and focal requirements are either excessive or insufficient.