Transcript of Assessment Updates CD PST Meeting March 10, 2015.
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- Assessment Updates CD PST Meeting March 10, 2015
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- Overview General Assessment Updates PNP/First Contact Survey
Practice Tests and Released Items Preparing for the Assessment Q
and A
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- GENERAL ASSESSMENT UPDATES
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- Badger Assessment Resources
http://oea.dpi.wi.gov/assessment/Smarter/resources Training
http://oea.dpi.wi.gov/assessment/Smarter/trainings Accessibility
http://oea.dpi.wi.gov/assessment/Smarter/accommo dations
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- AccommodationDescriptionRecommendations for Use Read Aloud (for
ELA reading passages, all grades) For the 2014-2015 school year,
text is read aloud to the student via an external screen reader or
by a trained and qualified human reader who follows the
administration guidelines provided in the Smarter Balanced Test
Administration Manual and Read Aloud Guidelines. All or portions of
the content may be read aloud. This accommodation is appropriate
for a very small number of students (estimated to be approximately
1-2% of students with disabilities participating in a general
assessment). One example is a student who is blind and is not yet
proficient in Braille. Read aloud is available as an accommodation
for students whose need is documented in an IEP or 504 plan.
Reports can be run to indicate the percent of students who had
access to read aloud on reading test passages. Readers should be
provided to students on an individual basis not to a group of
students. A student should have the option of asking a reader to
slow down or repeat text.
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- ACT Aspire New manuals for the Spring Be sure to destroy old
manual http://actaspire.pearson.com/http://actaspire.pearson.com/
or http://act.org/aap/wisconsin/aspire.html
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- DYNAMIC LEARNING MAPS
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- Personal Learning Profile Display Language & Braille Audio
& Environment Other Supports Sensory characteristics Motor
characteristics Computer access Communication Academics Attention
Personal Needs and Preferences (PNP) First Contact
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- Completing the PNP
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- Completing the First Contact Survey
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- First Contact Survey used to collect background information
about students Goes beyond basic demographics Includes questions on
topics such as: Communication Assistive technology devices Motor
and sensory impairments Academic performance Used to determine
entry point in the assessment
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- Utilize the Practice Activities and Released Testlets
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- Technology-KITE Client
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- Practice Activities and Released Testlets
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- Practice Activities Separate practice activities for teachers
and students Familiarize students with: Question types Navigation
process Procedures to end a testlet Check device compatibility
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- Released Testlets Similar to testlets used in operational test
in look, feel and academic content New released testlets are added
periodically
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- Released Testlets Initial Precursor IP Target T Distal
Precursor DPSuccessor S Proximal Precursor PP
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- Prepare for the Assessment Test administrators need the
following when beginning an assessment: Student username and
password Prescribed materials needed to test (some substitutions
are allowed) following the TIPS pages
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- Planning and Scheduling- Testlet Information Pages (TIPS)
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- Test Tickets TIPs
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- Planning and Scheduling- Testlet Information Pages (TIPS)
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- TIP PDF provides specific information that is unique to each
testlet, for example: Test form name Number of items Type of
testlet: computer-delivered, teacher- administered, or hybrid Which
Essential Elements are tested
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- Planning and Scheduling- Testlet Information Pages (TIPS)
Materials needed, including: recommended substitute materials and
important traits of substitute materials, names of texts for ELA
assessments, appropriateness of calculator use in math
Accessibility supports that may be recorded on a students PNP but
are not allowed on this specific testlet Other comments or
instructions Script for alternate text for each image, screen by
screen
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- Planning and Scheduling- Manipulatives Optional supports for
students: Find things that already exist in the classroom or are
easily found somewhere in the building. Pick materials that are
familiar to the student. Look at the whole list for each grade and
find objects that can meet multiple purposes. What types of objects
are mentioned more than once? Remember that in most cases it will
be okay to substitute materials as long as they are like the ones
on the list.
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- Planning and Scheduling-Test Times Each testlet contains items
from one or more Essential Elements Math and Reading: 3-8 items +
engagement activity Writing: Structured activity with several steps
Single testlet
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- Planning and Scheduling- Number of Testlets Per Grade
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- Planning and Scheduling- Sample Schedule Day One: 8:30
Administer Testlet 1 in ELA and Math 1:30- Administer Testlet 2 in
ELA and Math Day Two: 8:30 Administer Testlet 3 in ELA and Math
1:30- Administer Testlet 4 in ELA and Math Day Three: 8:30
Administer Testlet 5 in ELA and Math 1:30- Administer Testlet 6 in
ELA and Math Day Four: 8:30 Administer Writing Testlet
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- Planning and Scheduling Designate testing location Quiet area
Clear from distractions Arrange the testing display device so that
it is only accessible to the student being assessed Set up
accessibility devices as needed Stage manipulatives as needed
Evaluate student behavior
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- DOs Provide flexibility in student access to item and materials
Provide consistency in student interaction with the concept being
measured
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- DOs Breaks Student response mode Use of special equipment for
positioning, for example: Slant board Velcro objects on a board
Generic definitions
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- DONTS Repeat the item activity again after a student has
responded Use physical prompts or hand-over-hand guidance Remove
answer choices Rearrange objects to prompt correct answer Change
voice or inflection of tone
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- Resources DLM Wisconsin Webpage
http://dynamiclearningmaps.org/wisconsin DLM Educator Resource
Webpage http://dynamiclearningmaps.org/content/erp_ ye
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- Questions
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- DPI Contact Kristen Burton kristen.burton@dpi.wi.gov
608-267-3164