a presentation of methods and selected results 1
TRANSCRIPT
A presentation of methods and selected results
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Policy, Validity Framework, Study Design
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“Has the State ascertained that the decisions based on the results of its assessments are consistent with the purposes for which the assessments were designed?”
“Has the State ascertained whether the assessment produces intended and unintended consequences?”
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1. Teacher and administrator motivation and effort will be evident.
2. Professional development support will be provided.
3. Instruction and curriculum will be adapted.
4. Student motivation and effort will be evident.
5. Performance will improve and be related to the changes above.
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6. Access to augmentative and alternative communication will be improved.
7. Parental involvement in student’s academic career will be increased.
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CONTEXTUAL VARIABLES EVIDENTIAL VARIABLES
Gender Race SES Grade/Age School Size LEP
Teacher* familiarity Teacher attitudes and
beliefs Professional
development Instruction in content
areas Access to AAC Parent involvement
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*Includes administrators
GENERAL EDUCATION SPECIAL EDUCATION
A history of assessment
Adequate psychometric methods to construct and evaluate assessments
Academic instruction is the foundation of education
In the absence of disability, opportunity to learn and do well on the assessment
Assessment is relatively new
Limited psychometric methods to construct and evaluate assessments
Academic instruction is special education reform
Limited opportunity to learn
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Background, Structure, Future
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Marilyn RobertsMichigan Department of Education
Lynda Balmer-LuppPennsylvania Department of Education
Sandra Berndt & Eva KubinskiWisconsin Department of Public Instruction
Michigan’s Alternate Assessment Program
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A 3 tiered approach to AA-AAS
2002 – Development and Administration of Participation (P) and Supported Independence (SI) levels of Mi-Access
2005 – Development and Administration of Functional Independence (FI) levels of the Mi-Access
2007-2008 – Administered First FI Science Assessment
2007 – 2008 – Mi-Access revised to align with MI content standards
Type of Assessment:
Subjects Assessed:
Grades Administered :
Administration:
Response formats:
Scoring:
Performance Based
Reading, Math, Science
(R, M) 3 – 8, 11; (S) 5, 8, 11
Individual
Multiple choice & constructed response
Video Tape, Primary & Shadow Scorers
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Common Core Alignment
Learning Progressions or Other Structure?
State Consortia?
Pennsylvania Alternate System of Assessment
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A 3 tiered approach to AA-AAS
2000 – PASA Reading & Math Administered to grades 5, 8, & 11
2002 - 2005 – Grades 3, 4, 6, & 7 Added
2005– PASA scores counted toward AYP
2007 – PASA Science Administered to grades 4, 8, & 11
Type of Assessment:
Subjects Assessed:
Grades Administered :
Administration:
Response formats:
Scoring:
Performance Based
Reading, Math, Science
(R, M) 3 – 8, 11; (S) 4, 8, 11
Individual
Multiple choice & constructed response
Video Tape, Scoring Conference
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PA has adopted the Common Core Standards
PA has incorporated Learning Progressions into the Standards Aligned System
PA is participating in a Consortia for the 1%-Alternate Assessment
Wisconsin Alternate Assessment for Students with Disabilities
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1998 - Alternate Performance Indicators (APIs)
Original WAA-SwD based on APIs
2006 WAA-SwD does not pass peer review
April 2007 – Development of Extended Grade Band Standards
January 2008 – Revised WAA-SwD Administered, an on-demand, performance-based AA-AAS
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Type of Assessment:
Subjects Assessed:
Grades Administered :
Administration:
Response formats:
Performance Based
Reading, Math, Science
3 – 8, 10 (R, M); 4, 8, 10 (S)
Individual
Multiple choice & constructed response
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Common Core Alignment
Learning Progressions or Other Structure?
State Consortia?
Descriptive Data and Frequency Counts
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Teachers are familiar with the assessment
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What are attitudes and beliefs toward the assessment?
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*Results are similar for math & science
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From a list generated from the pilot study
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Professional development opportunities are being provided
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Curriculum is aligned with the State’s Alternate Academic Standards
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* Results are similar for math & science
READING SCIENCE
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READING SCIENCE
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Students are motivated to learn the material and do well on the assessment
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Student scores are improving as a result of these factors
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DIRECTOR OF C & I SUPERINTENDENT
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PRINCIPAL DIRECTOR OF SPECIAL ED
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Marilyn RobertsMichigan Department of Education
Lynda Balmer-LuppPennsylvania Department of Education
Sandra Berndt & Eva KubinskiWisconsin Department of Public Instruction