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![Page 1: Alternate Performance Task Assessment APTA Parent Power Point Presentation Beth Judy, Coordinator Office of Assessment and Accountability 1.](https://reader030.fdocuments.net/reader030/viewer/2022032703/56649d015503460f949d3cd4/html5/thumbnails/1.jpg)
Alternate Performance Task Assessment
APTA
Parent Power Point PresentationBeth Judy, Coordinator
Office of Assessment and Accountability
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DevelopmentCollaboration with the Office of Special Programs, Extended and Early Learning
West Virginia Stakeholders: WVDE staff, CTB, Administrators, Teachers, Parents, Business
Full alignment with standards which link to CSOs
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Profile of Test Takers
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2006MI
2007MI
2006MOMI
2007MOMI
2006SI
2007SI
2006PI
2007PI
2006Aut
2007Aut
Series1 0.13 0.1 0.56 0.61000000000000
1
0.00070000000000
0001
0.0002 0.0003 0.00050000000000
0001
0.12 0.11
5%
15%
25%
35%
45%
55%
65%
Exceptionality Percentages2006 (1,462 students ) 2007 (1,761 students )
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EligibilityA student shall not be assessed by APTA unless he/she is instructed by the Extended StandardsReasons why a student cannot participate in WESTEST must be clearly stated on the student present levels of academic achievement and on functional performance section of the IEP
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Eligibility Sources
http://wvde.state.wv.us/ose/InstructionalResources.html (Guidelines, p. 21)
West Virginia Guidelines for Participation in State Assessments, (p. 26)
Policy 2419: Regulations for the Education of Students with Exceptionalities (Chapter 4, Eligibility)
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What the data shows…
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Progress NotedNumber of students achieving Mastery and Above Mastery increasedNumber of Unscorable Books decreased significantly in 2007Less unscorable items than in 2006
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APTA Website
To access site
http://wvde.state.wv.us Click 1) Data, 2) WESTEST 3) other assessment sites and 4) APTA
http://apta.k12.wv.us/
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Grade % AboveMastery
%Mastery
% At orAbove
Mastery2006
% At orAbove Mastery
2007
% PartialMastery
%Novice
% Below Mastery
2006
%Below
Mastery2007
3 35% 37% 68% 72% 26% 2% 32% 28%
4 40% 48% 66% 65% 26% 9% 34% 35%
5 40% 34% 65% 74% 19% 7% 35% 26%
6 51% 17% 66% 68% 29% 3% 34% 32%
7 57% 25% 67% 82% 17% 1% 33% 18%
8 41% 36% 67% 76% 19% 5% 33% 24%
10 50% 26% 67% 76% 21% 2% 33% 24%
Grade % AboveMastery
%Mastery
% AtOr Above Mastery
2006
% At orAbove Mastery
2007
% PartialMastery
%Novice
% Below Mastery
2006
%Below
Mastery2007
3 44% 30% 67% 75% 25% 1% 33% 25%
4 45% 31% 67% 76% 21% 3% 33% 24%
5 68% 12% 67% 80% 18% 2% 33% 20%
6 37% 32% 65% 69% 28% 3% 35% 31%
7 35% 38% 64% 73% 25% 2% 36% 27%
8 39% 35% 64% 74% 22% 3% 36% 26%
10 24% 50% 61% 75% 22% 4% 39% 25%
Performance Chart
2006 Math2007 Math
2006 RLA2007 RLA
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APTA Trend Data 2006-2007
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Math Trend Data 2006-2007 RLA Trend Data 2006-2007Grade % At or above
Mastery2006
% at or Above Mastery
2007
Grade % At or above Mastery
2006
% at or Above Mastery
2007
3 2nd Grade 2006 75% 3 2nd Grade 2006 72%
4 67% 76% 4 68% 65%
5 67% 80% 5 66% 74%
6 67% 69% 6 65% 68%
7 65% 73% 7 66% 82%
8 64% 74% 8 67% 76%
10 9th Grade 2006 75% 10 9th Grade 2006 76%
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Test Administration Procedures
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APTA individually administered Examiner fills out required demographic information in the test booklet Student’s responses are recorded in
the test booklet by the student and/or the examiner Examiner follows the scripts provided
in the test booklet13
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Score Design
The level of assistance and the correct response determine the student score for MC and CR ItemsMC Items CR Items (Rubric)I 3 Points 5-6 PointsP 2 Points 3-4 PointsF 1 Point 1-2 PointsNR/Unscorable 0 PointsIncorrect Response 0 Points
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Biogrid Information (check one for each)
Race/Ethnicity (Asian/Pacific Islander; Black; Hispanic; American Indian/Alaskan Native; White; Other)
Student IEP Status (LEP; Migrant; SwD; Low SES; 504; Title I)
Accommodations (Braille; Signing; Use of Translator; Use of Computer)
Primary Disability Diagnosis (Mild; Moderate; Severe; Profound; Autism)
Secondary Disability Diagnosis (Speech Impairment; Hearing Impaired; Partially Sighted; Blind; Deaf; Deaf and Blind; Orthopedic; Traumatic Brain Injury; Other Health or Multiple Disabilities)
Special Education Instruction (21% of School Day; 21-60% of School Day; 61-100% of School Day; Separate Schooling)
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Test Booklet FormatThe Examiner’s Page faces the examiner
The student page faces the student
The examiner asks the student the question
The student responds independently or
The examiner provides prompting if the student does not independently provide an answer
Book in large print; braille and tactile graphics available
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Examiner’s Page
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Student Page
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Cut Scores (see chart on next slide)
Each grade level has performance level cut scores
The student’s score falls into one of four performance levels
Student scores indicate if the student places at the bottom, middle or top of the cut score range
Higher performance level can be achieved by answering a few more questions independently 19
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Cut Scores
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3 4 5 6 7 8 10Novice 0-22 0-22 0-22 0-28 0-28 0-26 0-21Partial Mastery 23-58 23-53 23-43 29-65 29-75 27-56 22-54Mastery 59-74 54-68 44-61 66-75 76-97 57-77 55-74Above Mastery 75-100 69-100 62-100 76-100 98-100 78-100 75-100
3 4 5 6 7 8 10Novice 0-10 0-21 0-23 0-23 0-26 0-30 0-18Partial Mastery Nov-62 22-59 24-61 24-58 27-55 31-60 19-41Mastery 63-82 60-81 62-83 59-77 56-72 61-81 42-71Above Mastery 83-100 82-100 84-100 78-100 73-100 82-100 72-100
Reading/Language Arts Cut Scores - 2006-2008
Mathematics Cut Scores - 2006-2008
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Using Test ResultsTeachers and administrators use test results
to plan instruction
Strengths and weaknesses are charted
Goals and objectives planned from results
Assessments are necessary for check points on student progress
Classroom, formative and summative assessments show what students know and can do
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Summative Assessment (APTA) is used to inform instruction
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Beth Judy, Alternate Assessment Coordinator
Office of Assessment and AccountabilityWest Virginia Department of Education
[email protected](304) 558-2546
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