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AT, Accessibility, and High-stakes Assessments

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Title: AT, Accessibility, and High-stakes Assessments


1
AT, Accessibility, and High-stakes Assessments
  • Dave Edyburn, Ph.D.
  • University of Wisconsin - Milwaukee

2
Purpose
  • The purpose of todays session is to provide
    participants on the latest developments
    concerning the design and implementation of
    accessible high stakes assessments.

3
Learning Outcomes
  • 1. Participants will be able to identify the
    relevant consortia that their state belongs to
    and demonstrate how to access relevant policy and
    implementation documents.
  • 2. Participants will be able to facilitate local
    conversations concerning roles and
    responsibilities for assistive technology
    interventions during the computer-based
    assessments.

4
Overview of the Consortia
5
Two Groups of Consortia
  • In 2010, the U.S. Department of Education funded
    four consortia to create new high stakes
    assessments aligned with the Common Core State
    Standards (CCSS).
  • Two consortia were selected to design the general
    assessments
  • Two consortia were selected to design the (1)
    alternative assessments.

6
DLM
  • Dynamic Learning Maps (DLM)
  • http//dynamiclearningmaps. org/
  • 18 Member States Alaska, Colorado, Illinois,
    Iowa, Kansas, Michigan, Mississippi, Missouri,
    New Jersey, North Carolina, North Dakota,
    Oklahoma, Utah, Vermont, Virginia, Washington,
    West Virginia, and Wisconsin.

7
DLM
  • Focus
  • The DLM system is accessible by students with
    significant cognitive disabilities, including
    those who also have hearing or visual
    disabilities, and/or neuromuscular, orthopedic,
    or other motor disabilities. DLM assessments are
    flexible. They allow for the use of common
    assistive technologies in addition to keyboard
    and mouse and touch-screen technology.
  • Testing Platform
  • KITE is the computer application used to deliver
    DLM assessments to students. Educator Portal is
    the dashboard where educators can manage student
    data, access professional development resources,
    receive test information, and view reports. KITE
    Client is the web-based interface used by
    students for taking tests.
  • http//dynamiclearningmaps.org/content/kite

8
NCSC
  • The National Center and State Collaborative
    Partnership (NCSC)
  • http//www.ncscpartners.org/
  • 13 Member States Arizona, Connecticut, District
    of Columbia, Florida, Indiana, Louisiana, Pacific
    Assessment Consortium (PAC-6), Pennsylvania,
    Rhode Island, South Carolina, South Dakota,
    Tennessee, and Wyoming.
  • Tier II affiliated states Arkansas, California,
    Delaware, Idaho, Maine, Maryland, Montana, New
    Mexico, New York, Oregon, and the US Virgin
    Islands.

9
NCSC
  • Focus
  • The NCSC GSEG project is led by five (5) national
    centers and twenty-six (26) states (fifteen core
    and eleven tier II states), to build an alternate
    assessment based on alternate achievement
    standards (AA-AAS) for students with the most
    significant cognitive disabilities in grades 3
    through 8 and once in high school at grade 11.
    The goal of the NCSC GSEG project is to ensure
    that students with the most significant cognitive
    disabilities achieve increasingly higher academic
    outcomes and leave high school ready for
    post-secondary options.
  • Testing Platform
  • The National Center and State Collaborative
    (NCSC) General Supervision Enhancement Grant
    (GSEG) Project has announced that
    CTB/McGraw-Hill was awarded a contract to provide
    a comprehensive technology system to support the
    summative assessment for students with
    significant cognitive disabilities.

10
PARRC
  • Partnership for Assessment of Readiness for
    Colleges and Careers (PARRC)
  • http//www.parcconline.org/
  • 12 Member States Arkansas, Colorado, District of
    Columbia, Illinois, Louisiana, Maryland,
    Massachusetts, Mississippi, New Jersey, New
    Mexico, New York, Ohio, Rhode Island

11
PARRC
  • Focus
  • PARCC is based on the core belief that assessment
    should work as a tool for enhancing teaching and
    learning. Because the assessments are aligned
    with the new, more rigorous Common Core State
    Standards (CCSS), they ensure that every child is
    on a path to college and career readiness by
    measuring what students should know at each grade
    level.
  • Blueprints are a series of documents that
    together describe the content and structure of an
    assessment.
  • Evidence statement tables and evidence statements
    describe the knowledge and skills that an
    assessment item or a task elicits from students.
  • Testing Platform
  • The PARRC assessment will be administer using the
    Pearson TestNav system.

12
SBAC
  • Smarter Balanced Assessment Consortium (SBAC)
  • http//www.smarterbalanced. org/
  • 9 Member States California, Hawaii, Idaho,
    Missouri, Montana, Oregon, South Dakota,
    Washington, and the U.S. Virgin Islands
  • Pending Connecticut, Delaware, New Hampshire,
    Maine, Nevada, North Dakota, Vermont, West
    Virginia, Wisconsin
  • Waiting Iowa, Michigan, North Carolina, Wyoming

13
SBAC
  • Focus
  • Smarter Balanced is a state-led consortium
    working collaboratively to develop assessments
    aligned to the Common Core State Standards (CCSS)
    that accurately measure student progress toward
    college and career readiness. The Consortium
    involves educators, researchers, policymakers,
    and community groups in a transparent and
    consensus-driven process to help all students
    thrive in a knowledge-driven global economy.
  • Utilizes a computer-adaptive testing model.
  • Testing Platform
  • Created an open source platform
    (http//www.smarterapp.org/).

14
Q1
  • Whats new?

15
Q1 Whats new?
  • General
  • Field testing
  • Implementation 2014-2015
  • Political landscape
  • PARRC
  • Test time announcement
  • Reduced total number of items based on field
    testing
  • SBAC
  • More than 4.2 million students in grades 3-8 and
    11 participated in the field tests
  • Anticipates roll out of formative, interim, and
    summative components on schedule 2014-2015

16
Q2
  • Where can I learn more about the technology
    platform each consortium has adopted?

17
Q2 Where can I learn more about the technology
platform each consortium has adopted?
  • Dynamic Learning Maps (DLM)
  • http//dynamiclearningmaps.org/requirements
  • The National Center and State Collaborative
    Partnership (NCSC)
  • http//www.ctb.com/ctb.com/control/ctbLandingPageV
    iewAction?landngPageId58275
  • Partnership for Assessment of Readiness for
    Colleges and Careers (PARRC)
  • http//www.parcconline.org/technology
  • Smarter Balanced Assessment Consortium (SBAC)
  • http//www.smarterbalanced.org/smarter-
    balanced-assessments/ technology/
  • SETDA Implementing Online Assessments
  • http//assessmentstudies.setda.org/

18
Q3
  • What should AT/IEP teams know about test
    accommodation policies and procedures?

19
Q3 What should AT/IEP teams know about test
accommodation policies and procedures?
  • DLM
  • https//education.alaska.gov/tls/assessment/accomm
    odations/DLM/AccessiblityManual2014-15.pdf
  • NCSC
  • http//doe.sd.gov/oess/documents/0314TAMfl.pdf
  • PARRC
  • http//www.parcconline.org/parcc-accessibility-fea
    tures-and-accommodations-manual
  • SBAC
  • http//www.smarterbalanced.org/parents-students/su
    pport-for-under-represented-students/

20
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21
Q4
  • Why does each consortium have a different
    accommodation policy?

22
Q4 Why does each consortium have a different
accommodation policy?
  • Whereas each pair of consortia work together on
    many issues, each consortia is directed by their
    own governance boards and technical advisors. As
    a result, while there are many similarities in
    the accessibility work of PARRC and SBAC, there
    are some differences. The same is true with DLM
    and NCSC.
  • Each state and school district will need to
    become familiar with the accessibility guidelines
    of the particular consortia that they belong to.

23
Q5
  • What does an IEP/AT team need to do to document
    each students' need to use AT as part of the
    assessment?

24
Q5 What does an IEP/AT team need to do to
document each students' need to use AT as part of
the assessment?
  • PARRC
  • PARCC Accessibility Features and Accommodation
    Documentation Form
  • http//www.parcconline.org/sites/parcc/files/PARCC
    20Field20Test20Accessibility20Features20and2
    0Accommodation20Documentation20Form2028Optiona
    l29.pdf
  • SBAC
  • The ISAAP tool is designed to facilitate
    selection of the accessibility resources that
    match student access needs for the Smarter
    Balanced assessments.
  • http//www.smarterbalanced.org/parents-students/su
    pport-for-under-represented-students/

25
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26
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27
Q6
  • How can an IEP/AT team determine whether or not a
    specific student's AT configuration will work
    within the assessment platform?

28
Q6 How can an IEP/AT team determine whether or
not a specific student's AT configuration will
work within the assessment platform?
  • Review the guidelines provided by each consortium
    regarding the allowable technologies and
    assistive technologies.
  • PARRC Assistive Technology Guidelines
  • http//parcconline.org/sites/parcc/files/PARCC20F
    ield20Test20Assistive20Technology20Guidelines
    20March202014.pdf
  • http//pearsononlinetesting.com/TestNav/AT/
  • SBAC Device Requirements
  • http//www.smarterbalanced.org/wordpress/wp-conten
    t/uploads/2011/12/Tech_Framework_Device_Requiremen
    ts_11-1-13.pdf

29
Q7
  • How can we ensure that students have experience
    in answering each of the various item types that
    will appear on the assessment?

30
Q7 How can we ensure that students have
experience in answering each of the various item
types that will appear on the assessment?
  • PARRC
  • https//www.parcconline.org/practice-tests
  • SBAC
  • http//sbac.portal.airast.org/practice-test/

31
Q8
  • What should an AT plan to do to prepare for
    supporting students on the actual day of the test?

32
Q8 What should an AT plan to do to prepare for
supporting students on the actual day of the test?
  • At the present time, the consortia have not
    issued guidelines for AT teams about their role
    during the actual administration of the
    assessments. As a result, check with your local
    or state assessment director about how students
    will gain access to supports that must be
    activated during each assessment session.

33
Q9
  • What mechanisms will be available for providing
    feedback about the assessment experience?

34
Q9 What mechanisms will be available for
providing feedback about the assessment
experience?
  • PARRC
  • Contact form
  • http//www.parcconline.org/contact
  • SBAC
  • Contact your state agency
  • http//www.smarterbalanced.org/about/member-states
    /

35
QA
36
For more information
  • Contact
  • Dave Edyburn (edyburn_at_uwm.edu)
  • Learn More
  • Edyburn, D.L. (2013). The new common core state
    standards assessments Building awareness for
    assistive technology specialists. Closing the
    Gap, (Dec/Jan), 32(5), 4-8.
  • Download the pdf
  • http//people.uwm.edu/edyburn/CCSSassessment.pdf
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