training for elpa and mi-access scoring and administration
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Training for ELPA and MI-Access Scoring and Administration. 2008 ASSESSMENT & ACCOUNTABILITY CONFERENCES. To help coordinators who train assessment administrators better understand scoring procedures for MI-Access and the ELPA - PowerPoint PPT PresentationTRANSCRIPT
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2008 ASSESSMENT & ACCOUNTABILITY
CONFERENCES
Training for ELPA and MI-Access Scoring and
Administration1
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PU
RP
OS
E To help coordinators who train
assessment administrators better understand scoring procedures for MI-Access and the ELPA
To provide information on resources available to aid understanding
And, ultimately, to…
increase the reliability and validity of assessment results through better understanding, and
ensure that students’ efforts are accurately scored, reported, and counted
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MI-Access Assessments
Participation — for students who have, or function as if they have, severe cognitive impairment
Supported Independence — for students who have, or function as if they have, moderate cognitive impairment
Functional Independence — for students who have, or function as if they have, mild cognitive impairment
Three Assessments
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Content Areas Assessed
The MI-Access assessments cover three content areas: English language arts (ELA), mathematics, and science
The assessments reflect Michigan’s GLCEs, HSCEs, and/or Benchmarks, but they have been extended — or reduced in depth, breadth, and complexity — so they are appropriate for the student populations being assessed
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MI-Access Participation & Supported Independence Assessments
The Participation and Supported Independence (P/SI) assessments use TWO item formats:
Activity-based observation — items are presented to students during familiar classroom activities or routines, which provide a performance context for assessing specific EGLCEs, EHSCEs, and/or EBs
Selected response — students are read an item stem, or question, and asked to select the correct response
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Activity-Based Observation Item
ACTIVITY: The student will correctly indicate the difference between whole and part when engaged in a familiar food preparation activity, such as assembling ingredients for a snack. For example, the student could be shown a whole cup of milk and part of a cup of milk and then be asked, “Which one is a whole cup?”
SCORING FOCUS: Differentiating between a whole object and part of an object
Sample Participation Mathematics Item (Grades 6-8)
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Selected-Response Item
Sample Participation Science Item (Grade 8)
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P items have 2 picture answer choices
SI items have 3 picture answer choices
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Picture Card Presentation Styles8
Picture 1 Picture 2 Picture 2 Picture 1
Show first Reverse and show again
Participation Selected-Response Item with 2 Answer Choices
Both picture cards must be presented at the same time in one order, then presented again with the positions reversed
ELA activity-based observation items that use words paired with pictures also have specific presentation styles (see Appendix C in the manual)
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P/SI Assessment Administrators
Administered by TWO people—a Primary Assessment Administrator (PAA) and a Shadow Assessment Administrator (SAA)
The PAA and SAA work together prior to the assessment to determine the student’s anticipated response mode.
The PAA and SAA observe the student being assessed and simultaneously and independently score the student using a standardized scoring rubric (regardless of item format)
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P/SI Scoring Rubrics
The scoring rubrics… are based on the student responding correctly, and take into consideration the amount of assistance required
to engage the student in the item
The scoring rubrics contain both… score points, and condition codes (which add meaning to zeroes)
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P/SI Scoring Rubrics
MI-Access P/SI Scoring RubricsP Score Point/Condition Code
SI Score Point/Condition Code
Term
3 2Responds correctly with no assessment administrator assistance
2 1Responds correctly after assessment administrator provides verbal/physical cues
1 Not allowed in SIResponds correctly after assessment administrator provides modeling, short of hand-over-hand assistance
A A Incorrect
B B Resists/Refuses
C CAssessment administrator provides step-by-step directions and/or hand-over-hand assistance
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P/SI Scoring Rubrics Online Learning Program
www.mi-access.info
Explains the P/SI rubrics in detail
Shows AAs using them to score students on sample items
Is being updated (still says “pilot”)
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MI-Access Coordinator & Assessment Administrator Manual
The manual includes…
an entire section explaining how the P/SI assessments are designed and should be administered,
flow charts showing how to apply the scoring rubrics, and
score point and condition code definitions and examples
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P/SI Item Analyses14
Compares how AAs scored released items
Can be used at district/building level to discuss issues of consistency
Produced only when 10 or more students in the same grade take the same test
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Functional Independence
For Functional Independence, a scoring rubric is used only for ELA Expressing Ideas
Students are asked to respond to an open-ended prompt:
Tell about what you like to do outside when the weather is cold. Be sure to include details and examples in your response.
Students can write, draw, or use a combination to express their response
Students can also dictate their response if their disability prevents them from writing or drawing
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ELA Expressing Ideas Rubric
Student responses are evaluated by external hand-scorers using a 4-point rubric that measures topic focus, organization, and use of language and visual conventions
4 is the highest score a student can receive
The rubric includes condition codes and comment codes
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ELA Expressing Ideas Rubric
Condition codes add meaning to a score point of zero A = off topic B = illegible C = written in a language other than English D = blank/refused to respond
Comment codes elaborate on each score point Lacks clear focus on the prompt topic Shows limited development with insufficient details and/or examples Lacks clear organization of ideas and/or arrangement of figures Contains errors in language/visual conventions that interfere with understanding
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FI ELA Item Analyses18
Shows how many students received each score point or condition code
Shows how many student received each comment code
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RE
SO
UR
CE
SMI-Access P/SI Scoring Rubrics
Online Learning Program www.mi-access.info under the “Online
Learning” tab
2008/2009 MI-Access Coordinator and Assessment Administrator Manual www.mi.gov/mi-access under “Resources”
Sample Assessment Booklets and Released Item Booklets www.mi-access.info under the
“Functional Independence” and “Participation and Supported Independence” tabs
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RE
SO
UR
CE
SExtended GLCEs, HSCEs, and
Benchmarks www.mi.gov/mi-access under the
“Participation and Supported Independence” and “Functional Independence” sections
Assessment Plans www.mi.gov/mi-access under the
“Participation and Supported Independence,” “Functional Independence,” and “IEP Team Information” sections
IEP Team Tools www.mi.gov/mi-access under the IEP
Team Information” section
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ELPA: Speaking Scoring
Item formats at all levels:
Sentence Repeat Short Conversation Guided Discussion Storytelling Story Retell
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ELPA: Speaking Scoring
Sentence Repeat
Student hears and reads sentence before repeating it
One point maximum score
Standard focus is on S.6Demonstrate comprehensible pronunciation and intonation for clarity in oral communication
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ELPA: Speaking Scoring
Sentence Repeat
Proctor listens for fluency and smoothness of speech, proper pronunciation, and appropriate intonation
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ELPA: Speaking Scoring
Short Conversation
Student hears and reads prompt and responds to question(s)
Questions are as open-ended as possible, but still guide student toward focused answer
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ELPA: Speaking Scoring
Short Conversation
Two points maximum score
Standard focus is on S.2Engage in conversations for personal expression and enjoyment
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ELPA: Speaking Scoring
Short Conversation
Proctor listens for fluency and accuracy, but with an emphasis on the student’s ability to use appropriate vocabulary to express personal opinions, ideas, or points of view
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ELPA: Speaking Scoring
Guided Discussion
Item format is a two-part set of questions with short prompt to lead into discussion
Student hears and reads prompt and responds to first question
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ELPA: Speaking Scoring
Guided Discussion
Student then hears and reads follow-up question and responds
Two points maximum score for each prompt; total four points maximum
Proctor scores each portion individually
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ELPA: Speaking Scoring
Guided Discussion
Standard focus is on S.4Use English to interact in the classroom
Benchmark S.4.2.fParticipate in guided discussions
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ELPA: Speaking Scoring
Guided Discussion
Proctor listens for conversational flow and exchange of information; also for the student’s ability to focus the discussion on specific details or examples after the second prompt
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ELPA: Speaking Scoring
Story Telling
Student sees sequence of three graphics and creates oral story or narrative about pictures
Sequence of graphics is marked First, Next, and Last
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ELPA: Speaking Scoring
Story Telling
Four points maximum score
Standard focus is on S.7Present information, concepts, and ideas to an audience of listeners on a variety of topics
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ELPA: Speaking Scoring
Story Telling
Proctor listens for complex sentence structures, varied and precise vocabulary, and logical presentation of ideas with appropriate transitions
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ELPA: Speaking Scoring
Story Retell
Student hears and reads narrative or content-related text
Student responds by telling back to the proctor as much as possible, with allowance for added details
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ELPA: Speaking Scoring
Story Retell
Student bases response on comprehensible English input appropriate to grade level
Four points maximum score
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ELPA: Speaking Scoring
Story Retell
Standard focus is on S.7Present information, concepts, and ideas to an audience of listeners on a variety of topics
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ELPA: Speaking Scoring
Story Retell
Proctor listens for authentic speech patterns of student, including use of grammatical constructions, descriptive vocabulary, and transitional phrases to retell recognizable story with fluency of speech
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ELPA: Speaking Scoring
Story Retell
Speaking DVD available for training purposes
Contact OEAA for copies of DVD
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CO
NTA
CT
S ELPA
Phil ChaseDepartment Specialist,
Assessment of English Language Learners
[email protected](517) 335-3967
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