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It credits project staff and leadership, describes the project advisory committee, and explains the assessment framework grounded in the PIE theory of action. The report outlines assessment structures, item-quality evidence, population and recruitment criteria, delivery cycles using the Kite suite, and administration evidence including security, timing, pacing, pathways selection, sequencing, and completion patterns.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/pie-pilot-study-design-and-administration-evidence/444224/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/pie-pilot-study-design-and-administration-evidence/444224.png","ImageObject",300,407,{"name":92,"@type":93},"Aria","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-04","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the PIE pilot study report?","Question",{"text":112,"@type":113},"The report presents evidence and documentation for how the pilot study assessments were designed, developed, delivered, and administered, including underlying theory, structures, and administrative results.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who contributed to the design, implementation, and writing of the 2024–2025 pilot study?",{"text":117,"@type":113},"The acknowledgments list multiple project staff and specific writing contributors, as well as roles supporting recruitment, implementation, and graphics development, alongside project leadership.",{"name":119,"@type":110,"acceptedAnswer":120},"What types of administration evidence does the report include?",{"text":121,"@type":113},"Administration evidence includes measures such as standards-aligned learning pathways selected for content groups, patterns and sequencing of selections, pacing of assessment and instruction cycles, assessment completion patterns, administration timing, and the number of days used to complete instructional cycles.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},444224,1791093387,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336464648322,"https://ap-avatar.wpscdn.com/avatar/2200025388227c56fec?_k=1778556882303663488","PIE Pilot Study: Design and Administration Evidence  \nAll rights reserved. Any or all portions of this technical report may be reproduced and distributed without prior permission provided the source is cited as:  \nAccessible Teaching, Learning, and Assessment Systems. (2025) . PIE pilot study: Design and administration evidence. University of Kansas; Accessible Teaching, Learning, and Assessment Systems.  \nAcknowledgments  \nWe acknowledge the contributions of many project staff members who contributed to the design and implementation of the 2024–2025 pilot study, as well as the data analysis and writing of this report. Several project members made significant writing contributions to this report: Auburn Jimenez, Jake Thompson, and Ashley Hirt. We would also like to acknowledge several project staff members for their writing contributions: Nami Shin, Allison Barkley, Eun Mi Kim, Alexus Cafferty, and Breonna Yungeberg. Breonna Yungeberg, Sarah Randol, Sarah Hardman, and Michael Muenks supported recruitment and implementation of the pilot study. Chris Lorenzen supported graphics development.  \nProject Director: Shaun Bates, Missouri Department of Elementary and Secondary Education Principal Investigator: Brooke Nash, Accessible Teaching, Learning, and Assessment Systems; University of Kansas  \nMathematics Pathways Director: Mary Majerus, Missouri Department of Elementary and Secondary Education  \nProject Advisory Committee (PAC)  \nBrian Gong, Ph.D., Center for Assessment  \nBob Henson, Ph.D., University of North Carolina at Greensboro  \nMeagan Karvonen, Ph.D., Accessible Teaching, Learning, and Assessment Systems; University of Kansas  \nLeanne Ketterlin-Geller, Ph.D., Southern Methodist University Ed Roeber, Ph.D., Michigan Assessment Consortium  \nLisa Sireno, Missouri Department of Elementary and Secondary Education (DESE) David Williamson, Ph.D., Independent consultant  \nPhoebe Winter, Ph.D., Independent consultant  \nThe project reported here is supported by the U.S. Department of Education (USED) through a Competitive Grants for State Assessments (CGSA) program under Grant No. S368A220019 . Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the USED and CGSA.  \nContents  \nAcknowledgments........................................................................................................................ ii  \nOverview ..................................................................................................................................... 1  \nIntroduction ................................................................................................................................ 1  \n1.1 Pilot Study Goals ........................................................................................................... 2  \n1.2 PIE Theory of Action and Interpretive Argument ......................................................... 2  \nAssessment Design and Development........................................................................................ 4  \n2.1 Assessment Structures .................................................................................................. 4  \n2.2 Evidence of Item Quality ............................................................................................... 7  \nPilot Study Design ..................................................................................................................... 16  \n3.1 Population ................................................................................................................... 16  \n3.2 Instructionally Embedded Assessment Delivery......................................................... 16  \n3.2.1 Assessment and Instruction Cycles .............................................................. 17  \n3.3 The Kite® Suite ............................................................................................................","cbCaisjpv0E03BGQ","https://ap.wps.com/l/cbCaisjpv0E03BGQ","pdf",4314478,110,"English","# Overview\n# Introduction\n## Pilot Study Goals\n## PIE Theory of Action and Interpretive Argument\n# Assessment Design and Development\n## Assessment Structures\n## Evidence of Item Quality\n# Pilot Study Design\n## Population\n## Instructionally Embedded Assessment Delivery\n### Assessment and Instruction Cycles\n## The Kite® Suite\n## Final Assessment Delivery\n# Pilot Study Participation\n## Recruitment and Inclusion Criteria\n## Participants\n# Administration\n## Teacher Professional Learning\n## Resources and Manuals\n## Security\n## Administration Evidence\n### Number of Standards-Aligned Learning Pathways Selected for Content Groups\n### Patterns in Standards-Aligned LPs Selected for Content Groups\n### Sequence of Content Standard Selection\n### Pacing of Assessment and Instruction Cycles\n### Assessment Completion Patterns\n### Administration Timing\n### Number of Days Used to Complete Instructional Cycles","[{\"question\":\"What is the purpose of the PIE pilot study report?\",\"answer\":\"The report presents evidence and documentation for how the pilot study assessments were designed, developed, delivered, and administered, including underlying theory, structures, and administrative results.\"},{\"question\":\"Who contributed to the design, implementation, and writing of the 2024–2025 pilot study?\",\"answer\":\"The acknowledgments list multiple project staff and specific writing contributors, as well as roles supporting recruitment, implementation, and graphics development, alongside project leadership.\"},{\"question\":\"What types of administration evidence does the report include?\",\"answer\":\"Administration evidence includes measures such as standards-aligned learning pathways selected for content groups, patterns and sequencing of selections, pacing of assessment and instruction cycles, assessment completion patterns, administration timing, and the number of days used to complete instructional cycles.\"}]","PIE Pilot Study - Design and Administration Evidence | PDF",1790707265,277]