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NCSA 2018 Annual Conference WWW.KOPPT.CN www.koppt.cn Texas - - PowerPoint PPT Presentation

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NCSA 2018 Annual Conference WWW.KOPPT.CN www.koppt.cn Texas A&M University Luxi Feng Center for Assessment Chris Domaleski www.koppt.cn www.koppt.cn Discussion Background Methods Results Descriptive Information Conclusions

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Luxi Feng Chris Domaleski Texas A&M University Center for Assessment

NCSA 2018 Annual Conference

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Background Methods Results Discussion

  • Students with Cognitive

Disabilities

  • Alternate Assessment based
  • n Alternate Achievement

Standards (AA-AAS)

  • Performance Level and

Performance Level Descriptors

  • Research Purpose
  • Methodology
  • Research Questions
  • Descriptive Information
  • f Performance Level

Descriptors

  • Example of Analyses:

NCSC and CAA

  • Conclusions
  • Future Directions
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Background

  • Students with Cognitive Disabilities
  • Alternate Assessment based on Alternate Achievement

Standards (AA-AAS)

  • Performance Level and Performance Level Descriptors
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Students with Cognitive Disabilities (SCD)

  • Disability Categories
  • intellectual disabilities; autism…
  • Communication
  • symbolic communication
  • evidence of receptive communication
  • The majority of SCDs do not have impairments
  • f vision, hearing, and/or motor.
  • Academic Skills
  • basic level of reading and math

(based on the report of data from NCSC’s 2015 assessment)

Participation in proficiency assessments:

  • General assessment without

accommodations

  • General assessment with

accommodations

  • Alternate assessment
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Alternate Assessment for Alternate Academic Achievement Standards (AA-AAS)

  • All students participate in assessments that measure student achievement on grade-

level content standards (based on the Every Student Succeeds Act , the Elementary and Secondary Education Act, and Individuals with Disabilities Education Act).

  • “same but different”
  • same grade-level content standards but different achievement standards
  • Assess the grade-level content with reduced depth, breadth, and complexity than

regular assessments

  • Provide a different definition of what and how much students are expected to know and

be able to do as outcomes of progress

  • 1% participation cap and school accountability
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Performance Level Performance Level Descriptor (PLD)

  • “…outline the knowledge, skills, and

practices that students performing at any given level achieve in each content area at each grade level.”

  • “…give educators and parents further

framework to what students in a score range are able to do and know, and to show progression of skills development within and across grades.” ( by ACT)

  • Policy PLD
  • Range PLD
  • Target PLD
  • Reporting PLD

Learning Progression

  • Extending growth

models developed for general assessment to AA- AAS is insufficient.

(Domaleski & Hall, 2016)

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Methods

  • Research Purpose
  • Methodology
  • Research Questions
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To understand the hypothesized learning progression through examining AA-AAS ELA PLD documentation Previous research on (AA-AAS) PLD focused on conceptual and theoretical perspectives. Reading as the foundation of

  • ther subject-mattered learning
  • Thematic analysis
  • Document analysis
  • 1. What are the general features of AA-

AAS PLD for ELA?

  • 2. Example of analyses: National Center

and State Collaborative (NCSC) and California Alternate Assessments (CAA)

  • 3. How do ELA PLD reflect expected

learning progression? Descriptive results on AA-AAS ELA PLD documentation Analytic results on NCSC and CAA AA-AAS ELA PLD documents

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Results

  • Descriptive Information of Performance Level Descriptors
  • Example of Analyses: NCSC and CAA
  • ELA Constructs
  • Text Complexity
  • Cognitive Complexity
  • Textual Elements
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Descriptive Information

A summary of ELA PLD characteristics of all the types of AA-AAS

Example of Analyses: NCSC and CAA

  • ELA Constructs
  • Text Complexity
  • Cognitive Complexity
  • Textual Elements
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Arizona, Arkansas, Connecticut, Idaho, Maine, Maryland, Montana, Rhode Island, South Dakota, Tennessee, Washington DC, US Virgin Island, PAC-6 Iowa, Kansas, Missouri, North Dakota, Vermont Alaska, Colorado, Illinois, New Hampshire, New Jersey, New York, Oklahoma, Pennsylvania, Utah, West Virginia, Wisconsin California, Delaware, Florida, Georgia, Hawaii, Louisiana, Michigan, Minnesota, Nebraska, New Mexico, North Carolina, Ohio, Oregon, South Carolina, Texas, Virginia, Washington, Wyoming Alabama, Indiana, Kentucky, Massachusetts, Mississippi, Nevada

NCSC (n=13) DLM Integrated (n=5) DLM Year-end (n=11) State-specific (n=18) Under development (n=6) PLD by States and Consortia

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PLD by Numbers of Performance Levels

3 Levels

n=7

California, Florida, Louisiana, Michigan, Nebraska, Texas, Virginia

4 Levels

n=10

NCSC, DLM Integrated, DLM Year-end, Delaware, Hawaii, Minnesota, New Mexico, Oregon, South Carolina, Washington

5 Levels

n=3

North Carolina, Ohio, Wyoming

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NCSC DLM Integrated DLM Year-end California Hawaii Louisiana Minnesota Nebraska New Mexico California Delaware Florida Michigan North Carolina Ohio Oregon South Carolina Virginia

01 02

PLD by Framework Types

New Mexico North Carolina Oregon South Carolina Texas Virginia Washington Wyoming

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Descriptive Information

A summary of ELA PLD characteristics of all the types of AA-AAS

Example of Analyses: NCSC and CAA

  • ELA Constructs
  • Text Complexity
  • Cognitive Complexity
  • Textual Elements
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ELA Constructs

  • Reading comprehension
  • Vocabulary
  • Accurate word recognition
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Text Complexity

  • Grade- & age-appropriate texts
  • RSVP by ACT
  • Relationships
  • Richness
  • Structure
  • Style
  • Vocabulary
  • Purpose
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Cognitive Complexity

Depth of Knowledge Bloom’s Taxonomy Hess Rigor Matrix

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Textual Elements

  • Main ideas
  • Supporting details
  • Relationships
  • Vocabulary
  • Generalization and conclusion
  • Other (e.g., inference, literary elements)

(based on ACT)

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Discussion

  • Conclusions
  • Future Directions
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Same but Different

Using alternate assessments, students with cognitive disabilities are assessed with reduced depth, breadth, and complexity of the achievement standards, which is reflected by the AA-AAS PLDs.

Learning Progression

A refined procedure in regard to text complexity and cognitive complexity has been identified by PLDs across performance levels as well as grade levels. Main Ideas Details & Reasoning

Assessment & Instruction

  • Summative and formative

assessment as an integration

  • Connections between instruction

and assessments

  • Differentiated instruction and

individualized instructional needs

  • Teacher education

Future Directions

  • Implementation of the findings
  • Comparison with other sets of AA-

AAS PLDs

  • Comparison with general

assessments

  • Information for teachers, parents,

and students aside from PLDs