| 31 |
Learning Progressions: Sources and Implications for Assessment
This CCSSO presentation discusses eight traditions that have specified developmental sequences, which can inform thought about "learning progressions." Several examples are analyzed in relation to the characteristics of these traditions.
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Brian Gong |
2007 |
Slides
(324KB)
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| 32 |
Setting Alternate Achievement Standards
This draft report discusses the steps for developing alternate achievement standards for students with significant cognitive disabilities and provides guidance on how to run a sound standard-setting study. It focuses on writing detailed performance level descriptors, describes different methods available for setting cut scores, provides considerations for choosing methods, and includes suggestions for validity studies and technical documentation.
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Marianne Perie |
2007 |
Paper
(476KB)
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| 33 |
Comparability of Assessment Results across Years
This paper outlines issues to consider when comparing results across years. It is a draft; comments and suggestions for revision are welcome and should be sent to Richard Hill. The paper will be revised over the summer, and a revised version will be posted here in the fall.
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Richard Hill |
2007 |
Paper
(45KB)
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| 34 |
Comparability of Results across Years
This presentation on issues to consider when comparing results across years was delivered at the CCSSO Large Scale Assessment conference, Nashville, TN, June 2007.
|
Richard Hill |
2007 |
Slides
(48KB)
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| 35 |
A Guide to Understanding and Developing Performance Level Descriptors
This paper describes how performance level descriptors should be developed, contrasts that with current state practice, and discusses the implication for interpreting the word "proficient" which is the keystone of No Child Left Behind.
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Marianne Perie |
2007 |
Paper
(156KB)
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| 36 |
Designing Content Targets for Alternate Assessments in Science
This PowerPoint presentation, part of a web seminar sponsored by the National Center on Educational Outcomes on "Best Practices in Science Teaching and Testing for Students with Severe Cognitive Disabilities," focuses on how states can establish solid content targets (standards) for alternate assessments.
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Brian Gong |
2007 |
Slides
(223KB)
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| 37 |
A Framework for Considering Interim Assessments
Many commercially-available products are being marketed as "formative assessments"; this paper distinguishes between true classroom formative assessment and interim assessments that serve instructional purposes. We define interim assessments, categorize their uses, discuss their role in a balanced assessment, and describe their essential features. This paper concludes with recommended criteria to use in evaluating interim assessments, focusing on the purpose for using the assessments, and suggests areas for future research.
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Marianne Perie, Scott Marion, Brian Gong |
2007 |
Paper
(275KB)
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| 38 |
Convening an Articulation Panel after a Standard Setting Meeting: A How-To Guide
The final technical phase in many large-scale assessment standard setting projects, when multiple grades are tested, is the articulation meeting, which brings policymakers and other stakeholders together to review the results of the standard-setting workshops in the context of the state assessment program goals. This guide describes the process for conducting such a meeting, including lists of tasks to be completed prior to the meeting, a suggested agenda, and a sample recording form.
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Marianne Perie |
2006 |
Paper
(166KB)
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| 39 |
Measuring Growth with the MCAS Tests: A consideration of vertical scales and standards
This paper, prepared for the Massachusetts Department of Education, describes three conceptions of student growth and examines the appropriateness of vertical scales and vertically-moderated standards as tools for measuring student growth through a large-scale assessment system.
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Charles DePascale |
2006 |
Paper
(82KB)
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| 40 |
Using Student Longitudinal Growth Measures for School Accountability
There are multiple ways to implement common design decisions for a growth model consistent with the underlying principles of NCLB. This paper is intended to help states design an NCLB-compliant growth model system. It includes a summary of the main features of the proposals submitted in February 2006 under the USED Growth Model Pilot Program.
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Brian Gong, Marianne Perie, Jennifer Dunn |
2006 |
Paper
(100KB)
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