Measured Progress uses the IMS APIP and QTI standards enabling clients to create, share, and use assessment content with rich support for accessibility. With a wealth of accessibility preferences, our clients can tailor, in real-time, the presentation of the question items to fit the accessibility needs of the user.
The Accessible Portable Item Protocol (APIP) v1.0 standard is based on the IMS Question and Test Interoperability (QTI) v2.1 specification. The APIP Standard expands the QTI model into a comprehensive framework that encompasses the requirements for creating accessible tests.
For detailed information on the IMS Global QTI/APIP standards, please visit: http://www.imsglobal.org/apip/
Item Packages are defined in the imsmanifest.xml file which is the top-level manifest file that describes the content of the package.
For detailed information on the IMS Content Packaging Information Model, please visit: http://www.imsglobal.org/content/packaging/
For detailed information on IMS Global VDEX usage, please visit: http://en.wikipedia.org/wiki/IMS_VDEX
|AssetID||The AssetID is a unique identifier of an item, stimulus/passage, Cluster or MIC (Miscellaneous Item Content) within the Measured Progress Item Authoring system||Alphanumeric||123456A|
|GradeLevel||The grade, grade span, or course name for which the item is written||Client Specific Alpha, Numeric, or Alphanumeric, or Test||Grade 3 or 03Grades 3-4 or 3-4Biology|
|Subject||The curricular subject or content area for which the item is written||Text||MathematicsEnglish Language Arts|
|ClientItemTypeAbbreviation||The client-specific, abbreviated form of the item type name||Alpha||MC = Multiple ChoiceSR = Short ResponseSA = Short Answer
CR = Constructed Response
|SampleType||The psychometric function the item performs in the test design||Text||Common – used for scoringMatrix – an embedded field test item, Field Test/Pilot|
|IsEquatable||Indicator of whether the item is being used for equating or not||Alpha||Y/N|
|PassageType||ELA Curriculum Standard category for which a reading selection is designed to test||Text||LiteraryInformational|
|IsFlawed||Information related to a problem/flawed item||Text||Flawed Status: Not Flawed, Flawed, Under reviewRationale: Publishing Error, Content Error, Bad Statistics, Asset Misaligned to Standard, otherPIN: Problem Item Notice #
Score this Asset: Y/N
Explanation: Text field 1500 characters
Recommended Action: Reject, Reuse
|IsReleased||Is the item released for public viewing||Text||Not ReleasedNever ReleaseRelease Pending
|CalculatorStatus||Denotes the appropriate calculator designation for the Asset||Text||N/ACalcNon Calc
|LegacyItemId||Field for item id, if item was originally developed in a different system so we have the link to the id from original system||N/A||N/A|
|Our rubric blocks have an HTML DIV element as their first child and they have a class attribute with one of the following names:|
|sample_response||Notes for scoring student responses tagged as
|training_notes||An example of responses and tagged as
|rubric||A matrix/table that describes the expectations of quality around a task and distribution of score points in a short answer or constructed response item. It is tagged as
We support passages as follows – For clusters, an assessment section is created and the passages (rubric blocks) are included in the assessment sections via XInclude (http://www.w3.org/TR/xinclude/).
They are generally followed by items (assessmentItemRef elements). For example:
Assessment SectionXInclude -> a file containing a rubric block with the passage HTML inside.Assessment Item Ref
Assessment Item Ref
Images associated with items or passages in the QTI-XML files are predominantly in the Scalable Vector Graphics (SVG) file format.
For detailed information on Scalable Vector Graphics, please visit: http://www.imsglobal.org/accessibility/accessiblevers/
Equations provided in the QTI-XML files associated with mathematics items can be presented as images or as MathML (see above for image formats).
DepthOfKnowledge: is the code for the specific level within the framework associated with the levels of understanding required to correctly respond to questions of varying degrees of complexity, tagged as
<curriculumStandardsMetadata> in the imsmanifest.xml.