| 11 |
Cross SCASS presentation on the AA-MAS
This presentation focuses on understanding how to design and develop an alternate assessment based on modified achievement standards (AA-MAS). Different sections focus on identifying the target population, determining how the AA-MAS fits into a state’s entire assessment and accountability program, and writing modified achievement level descriptions.
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Marianne Perie |
2009 |
Slides
(208KB)
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| 12 |
Exploring Cognitive Complexity & Depth of Knowledge (DOK)
Norman Webb’s work has been applied to different content areas and used in test item development, as well as in alignment studies to determine the degree of alignment (match) between states’ standards and the tests used by states for accountability purposes. Webb’s Depth-of-Knowledge (DOK) Levels are also being used more and more by local schools and districts to develop curriculum materials and performance assessments to demonstrate learning.
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Karin Hess |
2008 |
Paper
(38KB)
(38KB)
Paper
(41KB)
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| 13 |
Exploring Cognitive Complexity & Depth of Knowledge (DOK) cont…
Norman Webb’s work has been applied to different content areas and used in test item development, as well as in alignment studies to determine the degree of alignment (match) between states’ standards and the tests used by states for accountability purposes. Webb’s Depth-of-Knowledge (DOK) Levels are also being used more and more by local schools and districts to develop curriculum materials and performance assessments to demonstrate learning.
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Karin Hess |
2008 |
Paper
(43KB)
(53KB)
Paper
(152KB)
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| 14 |
Teaching and Assessing Understanding of Text Structures across Grades
Text complexity is often difficult to describe and even harder to attend to in meaningful ways in large-scale reading assessments. This paper provides a research synthesis shedding light on the impact of different text structures on overall text complexity.
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Karin Hess |
2008 |
Paper
(96KB)
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| 15 |
Assessment, learning, equity: What will it take to move to the next level?
This invited presentation from the ETS/College Board symposium presents ways large scale assessment and more comprehensive assessment systems might be modified to help reduce the achievement gap.
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Brian Gong |
2008 |
Slides
(893KB)
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| 16 |
TAC Requirements for Standard Setting Plans and Reports Submitted for K-12 Assessments
This document outlines required elements for a standard setting plan and technical manual and provides a suggested outline for vendors to follow in preparation of such reports for their state technical advisory committee (TAC) to evaluate. Although this document was prepared specifically for the Pennsylvania Department of Education, the principles are applicable to all states and vendors working on K-12 assessments.
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Marianne Perie |
2008 |
Paper
(56KB)
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| 17 |
Using P-Value Statistics to Determine the Believability of Equating Results
This paper, presented at the 2008 CCSSO National Conference on Student Assessment, provides a suggested method for reviewing the equating results for a statewide assessment. The paper includes an example of how the method was used to uncover an equating issue for one state.
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Richard Hill |
2008 |
Paper
(128KB)
Slides
(115KB)
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| 18 |
Using Learning Progressions to Define ‘Good Enough’ Performance for the Alternate Assessment
"Using Learning Progressions to Define ‘Good Enough’ Performance for the Alternate Assessment," a presentation made at CCSSO, June 2008.
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Karin Hess |
2008 |
Slides
(520KB)
(198KB)
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| 19 |
Who are the 2% students and how do we design test items & assessments?
The modified alternate assessment option allowed through new NCLB regulations provides for the development and implementation of an alternate assessment based on modified academic achievement standards. This paper describes the methods and tools for Georgia’s empirically-based approach to consider test design issues for the development of the "2%" alternate assessment.
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Karin Hess, Melissa Fincher, Patti McDivitt |
2008 |
Paper
(202KB)
(359KB)
Paper
(47KB)
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| 20 |
Who are those 2% students and how do we design items that work?
The modified alternate assessment option allowed through new NCLB regulations provides for the development and implementation of an alternate assessment based on modified academic achievement standards. This paper describes the methods and tools for Georgia’s empirically-based approach to consider test design issues for the development of the "2%" alternate assessment.
|
Karin Hess, Melissa Fincher, Patti McDivitt |
2008 |
Slides
(647KB)
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