national accessible reading assessment projects principles and guidelines narap goal 3
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National Accessible Reading Assessment Projects
Principles and Guidelines
NARAP Goal 3
National Accessible Reading Assessment Projects
Goal 3 Purpose
To develop research-based principles and guidelines for making large-scale assessments of reading proficiency more accessible for students who have disabilities that affect reading.
National Accessible Reading Assessment Projects
What We Are Doing
• Projects met in July 2007 to start to develop evidence-based principles
• Projects initially worked separately to flesh out individual principles
• Projects discussed the first melded version of principles (9-7-07) and made revisions via biweekly (approximately) conference calls
National Accessible Reading Assessment Projects
Process
A “Principles Committee” will review and comment on proposed principles and guidelines that are gleaned from NARAP and other research
The Principles Committee is a stakeholder group that includes researchers, a parent, a student, state assessment and special education representatives, and others
National Accessible Reading Assessment Projects
Process
Principles and Guidelines will be shared and input sought at other conferences after Principles Committee input:
• Association of Test Publishers (ATP)• Council of Chief State School Officers
(CCSSO)
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Format1. Principle [rules that define the overarching goals
to achieve accessibility]Rationale for Principle [reason why need, clarification of terms, overview of guidelines]
Guideline 1-A. [implementation approaches and
procedures]Description of essence of meaning, summary of nature of evidenceLevel of Evidence: High, Medium, or LowGuideline 1-B. . . . .Guideline 1-C. . . . .
National Accessible Reading Assessment Projects
Draft Principles(see Handout for Guidelines)
1. Reading assessments should be accessible to all students in the testing population, including students with disabilities.
Guidelines 1-A – 1-E
2. Reading assessments should be grounded in research in the field of reading.
Guidelines 2-A – 2-D
National Accessible Reading Assessment Projects
Draft Principles(see Handout for Guidelines)
3. Reading assessments should be created following rigorous and well-documented test design, test development, and item development procedures.
Guidelines 3-A – 3-G
National Accessible Reading Assessment Projects
4. Reading assessments should reduce undesirable variance that distorts the measurement of the construct of reading achievement that the assessment has been designed to measure.
Guidelines 4-A – 4-C
Draft Principles(see Handout for Guidelines)
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5. Reading assessments should allow for the measurement of component skills when the measurement of reading achievement may be obscured by a lack of access skills.Guidelines 5-A – 5-B
Draft Principles(see Handout for Guidelines)
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6. Reading assessments should report assessment results, including score information, in a way that encourages correct interpretation and use.
Guidelines 6-A – 6-C
Draft Principles(see Handout for Guidelines)
National Accessible Reading Assessment Projects
Timeline
Date Activity
Sept, 2007 Notify Principles Committee
Oct-Dec, 2007 Develop draft of Principles and Guidelines
Jan/Feb, 2008 Meet with Principles Committee
Spring, 2008 Gather additional feedback on Principles and Guidelines
Summer, 2008 Finalize Principles and Guidelines