958e0dfc_for_Students_with_Disabilities__Term
[Definition] The inferences about achievement on grade-level content standards is limited in some aspect due to the changes that have been made in the supports used to give or take the large-scale assessment or due to changes in breadth, depth, or complexity. Nevertheless, meaningful inferences can be made about student achievement and are important for tracking student’s progress toward grade-level content standards. [Source] Technical Working Group on Large-Scale Assessments for Special Education. (2005).* [Term] 
Constrained inferences
Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities
Term