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Alternate Assessment Work Session
Middle School and High SchoolAugust 25, 2008
Agenda for the day…..
8:30-9:30 Brief Overview of New Material9:30-9:45 Break9:45-11:30 Let’s Focus on Reading 11:30-12:30 Lunch12:30-2:00 Let’s Focus on Math2:00-2:15 Break2:15-3:30 Q & A and Work Time
What’s New for 2008/2009?
• Statewide Distribution List • Post assessment probe (2, 3, or 4) must meet 90% to be
accurate and not have to continue with additional probes. • __20%____ ___90%____ ___N/A____ __N/A____• Probe 1 Probe 2 Probe 3 Probe 4
• Original Code of Ethics due with submission of Portfolio materials (this one copy will count for portfolio and AT/TAR), one copy stored in AAAF.
• Same Standards to be assessed.
Assessment Timelines
• First Day of School’s Testing Window• (Windows may vary according to district
selection)Due Date
WHERE DO WE BEGIN?
COMMUNICATION
DIMENSION A OR B?-Who determines if they are A or B?-What qualifies one over the other?Appendix B (Participation Guidelines)-What are some different ways students communicate?
TAKE A LOOK
• Measurable/Observable Skill– Did I cover the entire skill when I was asked to?– What does “and” /”or” represent?
ASSESSMENT PROBES• Keep them aligned
– Does the probe align with the m/o skill? (no alignment=no score)
• Follow and include every word the m/o asks for on the target sheet [Appendix G] (These cannot be altered in anyway
• Identify Complexity that student can be successful in obtaining
• Identify Supports that student needs to access the standard
Performance
• Base line must be 49% or below.• Take score of highest probe, apply to scoring
rubric.(Pages 4-7 of handout)• Dimension B may not score in the level 4
range (Progress).
COMPLEXITY
• How complex does it need to be? Things to consider:– What is complexity?– How much can the student put into the activity?– Can an assessment be too complex?
Complexity
• Complexity measures the depth of knowledge at which a student is able to still achieve at a reasonable level (e.g., 50% or above) a specified standard (page 10 [rubric] and 12 Administration Guide). Administration Guide 2008-09
• Complexity describes the kind of thinking involved in a task.
Complexity
• Complexity can be documented by– Assessment target and/or– Student work sample/Assessment Probe
• Determine complexity by looking for student evidencing a moderate level of independent and accurate application of– Relevant details,– Content vocabulary,– Model or explanation to demonstrate a concept
Complexity
What it would score:• 1 Inaccurate (all scores below 50%, or a prompted
answer)• 2 Accurate ( Recall more than application)• 3 Application (Authentic task/environment, use of a
model or explanation.• 4 Analysis/Reflection (Able to give an explanation )Look at pages 4-7 labeled for Performance (See
Handouts)
COMPLEXITY REFERENCE SHEET1 2 3 4
Inaccurate Detailsuse of content vocabulary use of model or explanation
Limited/Basic yet accurateDetailsuse of content vocabularyuse of model or explanation
Applicationrelevant detailsuse of content vocabularyuse of model or explanation to demonstrate a concept
Application with analysis/reflectionapplies and communicates an in-depth explanation
Complexity – Level 1
• Inaccurate
Complexity – Level 2
• details• content vocabulary• No application
Complexity – Level 2
• Accurate but limited• /basic (recall)• No application
Complexity –Level 2
• Accurate• Relevant details• Content Vocabulary• No application• No explanation, model or authentic task
Complexity –Level 3
• Accurate • Applied in authentic task• Relevant Details• Content Vocabulary
Complexity –Level 3
• Accurate • Applied in authentic task• Relevant Details• Content Vocabulary
Complexity – Level 3
• Relevant details• Content vocabulary• Explain how they solve the problem using
the formula by working out problem
Complexity –Level 3
• Relevant details• Content vocabulary• Explain how they solve the problem using the formula by working out problem
Complexity – Level 4
• To move to level 4 requires application with analysis/reflection and evidence of applying and communicating an in-depth explanation.
• Examples:– Show how to use tax or sales price to determine
budget– Compare events of story to personal life– (Explains how people affect a water system)
Supports Reference Table1 2 3 4
Supports represent an inconsistent match between the student’s level of communication and the assessment target, and provide minimal access to the grade-level content
Supports consistently match the student’s level of communication, but may inconsistently match the assessment target, and/or provide inconsistent access to the grade-level content
Supports match the student’s level of communication, the requirements of the assessment target, and facilitate the student’s access to grade-level content
Supports match the student’s level of communication, the requirements of the assessment target, and facilitates the student’s access to the full range of specified grade-level content assessed by the alternate assessment
Supports
• Supports measure the appropriateness of the supports provided to the student (pages 12-13 of Administration Guide).
Administration Guide • Supports are defined as:
– Adaptations– Modifications– Assistive technology
• Supports should assist the student in becoming more independent and accurate in his/her performance.
Supports
• Supports can be documented by• Listed supports (cover sheet)• Condition/Demonstrator statements• Student work sample (List them on the sample or
probe)
• Determine level of support by• Match between communication level, supports, and
assessment target• Level of access to grade level content
Supports
• Prompting & Cueing-Things to remember:– Define the type of prompting and cueing,
(instructional or redirection)– Document on work sample and assessment probe.
Supports – Level 1
• Inconsistent match between communication, supports, and assessment target and
• Does not facilitate access to grade level content
Supports – Level 1
Supports – Level 2
• Inconsistent match between communication, supports, and assessment target
• Inconsistently facilitates access to grade level content – does not increase independence – does not have adapted materials to increase understanding
Supports – Level 2
Supports- Level 2
• Consistency between communication, supports, and assessment target
• Provides inconsistent access to grade level content – does not increase independence - does not adapt materials to increase understanding –
Supports- Level 2
Supports Level 3• Consistency between communication, supports, and the
assessment target• Facilitates access to grade-level content – increases
independence – adapts materials to help with understanding
Supports Level 3• Consistency between communication, supports and the
assessment target• Facilitate access to grade level content – increases
independence – adapted materials help with understanding
Supports Level 3
Supports – Level 4
• To move to level 4 requires the assessment target and/or the work would show – a full range of the specified grade level contentor– Multiple ways for students to access the content
Performance Descriptors
• What can they offer?
– Performance Level Descriptors
– New resource guide to be released this fall!– KDE Content Consultants are in the process of
unpacking the standards for reading, math and science
Contact Information
• Kevin O'Hair Division of Assessment Support Kentucky Department of Education 18th Floor Capital Plaza Tower 500 Mero Street Frankfort KY 40601 Ph: (502)564-4394 ext. 4107 kevin.o'[email protected]
Let’s Focus On Reading