How can teachers ensure they are measuring various levels of complexity when creating an assessment blueprint?

While screeners can help identify students' prior knowledge or readiness, they do not directly contribute to measuring various levels of complexity in assessment items. Screeners primarily serve to categorize students rather than to evaluate the depth of their understanding across different content areas.

Creating sections for different measurement topics organizes the assessment content but does not inherently address the complexity of the items within those sections. Without specifying various item types, the sections may still reflect a limited range of cognitive demands, failing to capture the breadth of student abilities.

Increasing the length of the assessment based on student performance does not guarantee that varying levels of complexity are measured. A longer assessment may simply present more questions of the same difficulty level, rather than providing a diverse range of item types that challenge students at different cognitive levels.