Pearson contract  Colorado science and social studies tests:  CMAS 
http://www.cde.state.co.us/cdereval/pearsonamend3 
p. 64/1004
A.6.5.d. Access to Data Collection System. The Contractor shall provide data collection services to Colorado via Contractor’s proprietary PearsonAccess™, a solution that provides an essential suite of tools for managing and coordinating activities for Colorado’s student assessments. PearsonAccess™ —and the Contractor’s staff who supports it—shall provide Colorado with flexibility to exchange and maintain data in a secure manner and to maintain open communication throughout online and/or paper-based testing cycles. 
p. 89/90

The Contractor shall conduct at least two rounds of cognitive labs that shall occur early enough in the development process to allow any recommendations arising from the labs to be incorporated into any desired revisions to test components prior to field testing and online introduction of the various content areas. The Contractor shall review and di scuss results of these labs with CDE and others deemed appropriate to determine the sufficiency of these labs and the possible need for additional labs or related research as part of an ongoing annual research agenda. 

p. 92
The Contractor’s cognitive lab staff shall provide summary information for each item tested in the cognitive labs back to the appropriate content and technology specialists working on the Colorado assessment programs. They shall have access to individual student coding sheets, item summary sheets, item images or screen captures of actual online item functioning, and audio/video recordings of student performance. Item summary sheets shall provide an overview of item functionality, including the number of students who answered the item correctly, a description of areas within each item where problems or issues were observed (if any), as well as item components or features that were significantly successful/useful. Additionally, any indications of students’ emotional reactions to each item shall also be summarized as such reactions are observed or inferred from student behavior.

p. 93
The database shall include information on the following potential stratification variables: 
•	Geographic area 
•	Urban, suburban and rural designation 
•	Gender representation 
•	Racial/ethnic composition 
•	Students with disability designation 
•	Mean student/schoo l achievement 
•	District/school size 
•	Students with limited English proficient designation 
•	Socio-economic status (participation in free/reduced lunch program)
pg 94. CMAS 
A.9.2.d. Psychometric Analysis of Field Test to Support Operational Assessment. The
Contractor shall conduct a study to determine which item response theory (IRT)
model best fits Colorado’s needs. Final design for this study shall come about
through close collaboration between CDE, the Contractor’s psychometric staff,
and the TAC. Analyses shall include confirmatory analysis of the
dimensionality of each subject area test to verify that the underlying construct
can be treated as unidimensional. To be comprehensive, all item types and
modes of administration shall be studied. The study shall be conducted using
data from the initial standalone field test for science and social studies.
Socio-economic status (participation in free/reduced lunch program) 
p. 98
A.9.5. Linking and Equating. The Contractor shall post-equate the summative assessments using the “Non-Equivalent Groups An chor Test” (NEAT) design. The anchor test shall be selected to be a representative sample of the test as a whole in terms of content, and items will be placed as close as possible to their location in the previous year’s test form. The results of the field test shall be used to determine what item types should be included in the anchor test. Item types in the linking set shall be chosen to be representative of the item types in the test as a whole to the greatest extent possible. The operational equating analyses shall be conducted using a sample of students from a set of “priority districts” that form approximately 30% of the student population in Colorado (about 18,000 students per grade). The districts shall be chosen to mirror the demographic characteristics of Colorado’s diverse student population, including ethnicity, gender, limited English proficient and special education students, supplemental education services, geographic regions, urban/suburban/rural classifications, and other demographic characteristics identified as critical by CDE and the TAC. The priority districts will be reviewed and approved by the CDE prior to their implementation. Their responses shall be processed first, allowing statistical analyses to begin before hand- scoring of constructed responses has been completed. 
p. 103
Large score changes for students across administrations. Utilizing statistical prediction models, the Contractor shall conduct student-level longitudinal score comparisons across testing administrations, flagging students with statistically improbable gains or decreases in scores across years for further follow-up investigation by CDE. 
p. 104
B.1.2. State and Federal Requirements. The Contractor shall ensure that all materials, processes, and procedures developed under this Contract meet relevant State and Federal legal requirements, including requirements under the Elementary and Secondary Education Act (ESEA) and peer review, as well as th e Individuals with Disabilities Education Act (IDEA). Throughout the life of the Contract, and any extensions, the Contractor shall communicate to the State when it concludes that the program is no longer meeting State and Federal requirements and shall provide corrective options to the State for consideration...
B.1.3. Communication. The Contractor shall assist CDE in explaining to the media, the public, stakeholders, the court, and/or other applicable entities why the tests are valid and reliable assessments that are appropriate for their intended purpose. The Contractor shall collaborate with CDE to develop external communications materials for the Colorado alternate assessments to promote understanding and acceptance for the new alternate assessments. These external communications materials include, but are not limited to, interpretive guides which will accurately communicate information in clear language for parents, teachers and other stakeholders, related to cut scores, proficiency levels and descriptors and scale score, including how they work, why they are important, and how they can be properly interpreted.

p. 156
B.7.2.d. Data Ownership. CDE shall own the raw and final data generated through the Contract. The Contractor is not allowed to utilize data generated through the CoAlt for its own purposes. Any usage of the data generated through activities related to this Contract may not be used for purposes outside of this Contract without prior written approval from the data owners. 

B.7.2.e. Student Biographical Data Review (SBD). After testing, districts shall be provided with the opportunity to review the demographic data generated from the electronic score submission system. The review process shall occur after all testing has been completed and scores have been submitted, but before all final assessment results are made available. CDE shall have the option of using the Contractor’s online portal, PearsonAccess™, to enable authorized staff to make corrections, verify student biographical data, and receive alerts about questionable inform ation in real time.