Modifying AssessmentsGroton Elementary

10-27-2011

Agenda:Discuss assessments, modifications, and

accommodations

Review common accommodations for assessments

Study of Test Modifications by Elliot et al.

Samples of Modified Assessments

Case Study

Q & A

Key 1

What?Clear and Appropriate Learning Targets

Key 2

Why?Clearly Focused and Appropriate Purpose

Key 3

How?Appropriate Match among Targets, Purpose, and Method of Assessment

Key 4

How much?Sufficient Sampling of Student Work to Make Sound Inferences about Learning

Key 5

How Accurate?Fairness and Freedom from Biases that Distort the Picture of Learning

Five Keys to Quality Assessment*

* Source: Stiggins, R.J. (2001)

What is a modification?

Modifications are changes to a test’scontent or item format that make a testmore accessible for most students whilecontinuing to assess grade-level content

and skills at the same depth of knowledge as unmodified items.

(Elliot, et.al, 2010)

Testing Modifications:Testing modifications are changes made to the testing

process or to the content of the assessment itself, or provision of certain adaptive technologies or services, that affect the constructs being tested. Examples of testing modifications that affect the construct of the test:

·       simplification or explanation of test questions;·       reading of items designed to test the student's

reading skills;·       use of spell and/or grammar-checking devices on a

test of the student's writing skills; and·       use of a calculator on a test of the student's

computational skills.

http://www.p12.nysed.gov/specialed/publications/policy/testaccess/guidance.htm

How is this different than an accommodation?Testing accommodations are changes made in the

administration of the test in order to remove obstacles to the test-taking process that are presented by the disability without changing the constructs being tested. The testing accommodations most frequently required by students as indicated in their IEPs are:

·       flexibility in scheduling/timing;·       flexibility in the setting used for the

administration of assessments; ·       changes in the method of presentation; and·       changes in the method of response.http://www.p12.nysed.gov/specialed/publications/policy/testaccess/guidance.htm

Whose Job is it to Modify?Everyone!

Things to discuss:Content knowledgeRapport/knowledge of studentTime availabilityFamiliarity with modifying/accommodating assessments.

All teachers should share in the ownership of the student’s modifications or accommodations. Work together to decide who will do what testing accomm./mod. and take turns sharing your ideas. Find what works for the student and you!

*Note-classroom accommodations can be given to anyone that needs them!

Study of Test Modifications:F I G U R E 2Mean Test Scores by Group and Condition in Mathematics

0

3.25

6.5

9.75

13

SWODSWD-NESWD-E

Original Modified Modified w/Reading Support

(Elliot, et.al, 2010)

Modifications to Reduce Language Replace pronouns with proper nouns.Simplify sentence and text structure with

emphasis on clarity.Reduce vocabulary load and nonconstruct subject

area languageChunk and segment text into manageable piecesRemove trivial content (base on content you are

measuring only)Minimize amount of reading (reduce excess text)Replace negatives with positive wordingEdit items for errors in grammar, punctuation,

capitalization and spelling.

Modifications to Answer Choice:Eliminate the least plausible distractor (leave

only 3 answer choices)

Avoid cuing for a correct or incorrect answer

Place answer choices in a logical order and make them structurally homogenous. (think word bank)

Other General Modifications:Make items factual rather than opinion

based.Add white space to make tracking easier.Improve, add, or remove visuals to make it

more helpful.Format items to be read vertically.Use bold text for important words.

Other Common AccommodationsProvide an exampleUnderline keywords in directionsStudent paraphrases directions back before testProvide directions in alternate form (oral/written)Allow clarifying questions regarding directionsReduce numberFormatting (white space, all vertical, picture cues, bold words)Read test to student (not reading assessment)Alternate settingBraille, large print, sign languageExtended timeFlexible schedulingMultiple options for assessment(essay, oral, performance, portfolio)Limit MC options

(Reetz, Milleret Ring, & Jacobs, 1999)

Other Common Accommodations:Limit matching items to 5-10 per set, on same pagePencil in a synonym or short definition (if not ELA)Evaluate syntax and vocabulary( put in simpler terms)Circle True/False rather than write T or FProvide a word bankHints to indicate numerical unitsOutline answers or fill in organizer rather versus essayVerbalize essay into recorder versus writing essayPeer scribe versus written answerProvide writing frame for paragraph organizationProvide graph paper for organization.Provide additional prompting cuesAdditional math learning toolsUse of word processor or spell checker(Reetz, Milleret Ring, & Jacobs, 1999)

Let’s take a closer look at some….

Modify this!

Read the case study about your fictitious student. How could you modify this assessment to better assess your learner?