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 Authentic Assessment Scale: for Individual Student Evaluation CARS+ Presentation February 20 & 21, 2015 By Dr. Diana Taylor All rights are reserved for.

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Presentation on theme: " Authentic Assessment Scale: for Individual Student Evaluation CARS+ Presentation February 20 & 21, 2015 By Dr. Diana Taylor All rights are reserved for."— Presentation transcript:

1  Authentic Assessment Scale: for Individual Student Evaluation CARS+ Presentation February 20 & 21, 2015 By Dr. Diana Taylor All rights are reserved for the content an format of this material.

2 Problem  When attempting to compare and contrast IEP goals from year to year, it is often very difficult because:  Goals may not have been aligned from one year to the next  It is often unknown if prior goals were met  The material used as prompts was not available  Goals were vague or too general

3 Generating Assessment Data  Informal – Authentic Assessment data is valuable to the IEP/IFSP process  It must be valid and reliable from year to year to maintain comparative value  It must demonstrate the rate of progress toward acquiring the curricular standards  It must measure the learning behaviors of the student, as they progress through the year.

4 Example of IEP History Grade Level IEP GoalsExpected Progress Met 2Math: Determine operation in word problems w/80% accuracy 3 of 5 tries 60% Nov 75% Apr No 1Math: Complete addition & subtraction problems to 20 w/70% accuracy 3 of 5 tries 60% Nov 65% Apr No 2Reading: In a level appropriate book, can restate 3 details w/80% accuracy 3 of 5 tries 70% Nov 75% Apr Yes 1Reading: Respond to who, what, when, where, how ?’s w/70% accuracy 3 of 5 tries 60% Nov 65% Apr Yes 2Writing: Capitalize 5 nouns correctly in a passage w/80% accuracy in 3 or 5 tries 70% Nov 75% Apr No 1Writing: Capitalize 5 nouns correctly in a passage w/80% accuracy in 3 of 5 tries 60% Nov 65% Apr Yes

5 Analysis of IEP History  How can you accurately reassess these goals without using the some materials as when they were designed?  How are the developmental sequence of skills progressing each year?  How do theses goals connect to the grade level skills ? (or expectancies of the Common Core Standards)  Will the student master the skills that were not met during the prior year?  Why didn’t the writing goal progress from year 1 to year 2 once met?  What has this student learned over the past 2 years?

6 The Authentic Assessment Process  Establishing sound IEP goals requires :  The same materials need to be used for Pre & Post-Assessment sessions, to determine if the goal was actually met.  The developmental sequence of skills needs to be followed from year to year within each discipline.  Goals need to be associated to the grade level curriculum.  If a goal was not met, instructional adaptations need serious attention and new intervention measures applied.  Goals need to be assessed in a valid and reliable manner.

7  Goals need to be assessed in a valid and reliable manner. What valid and reliable measures can we use for informal assessment?

8 The Authentic Assessment Scale  A clinical scale designed by Dr. Bruce Porch for the PICAC  When adapted and applied to general instructional sessions the scale can generate reliable data for the informal assessment of any skill or learning behavior.  The documentation process serves as an ongoing measure of student progress.  Comparable data is acquired when materials are consistent.

9 Score Performance ValueDate# Description of Performance 15Complete & correct response Nov 10#7 No guide sheet, 13 of 15 correct 14 Distorted: uncoordinated/sloppy Sept 29#5 Slow, sloppy numbers & spacing 13 Complete Delayed: slight errors 12Incomplete: partially correct Sept 20#4 Skipped one column 11Incomplete: partial & delayed Oct 10#6 Minor calculation errors, 6/10 right 10Self-corrected: changes answer Sept 11#3 Recalculated 2x’s & chgd seq. 9Repeated same instructions 8Cued: more info in instructions 7Related wrong answer Sept 9#2 Calculations slightly off 6Wrong answer Sept 9#1 calculation wrong, backward seq. 5Wrong answer: yet attempt Goal: Complete triple digit addition problems Adaptation: Prompt guide sheet for sequence Minute independent session

10 Measure the degree of progress! 8 points measure the degree of correct performance: Complete & correct response15 pts. Distorted: uncoordinated or sloppy 14 pts. Complete Delayed: errors in relationship/position13 pts. Incomplete: partially correct12 pts. Incomplete: partially correct & delayed 11 pts. Self-corrected: changes wrong to right answer10 pts. Repeated same instructions 9 pts. Cued with new language: corrects answer 8 pts.

11 Measure the degree of failure! 7 points measure the degree of failure  Related wrong answer: concept of answer present7 pts.  Error: an answer that is wrong6 pts.  Intelligible answer of some attempt to answer5 pts.  Unintelligible answer: response but no relationship4 pts.  Minimal attention given to task w/no attempted answer 3 pts.  Attention to tester w/no connection to task2 pts.  No response: completely reject the task1 pt.

12 Score Performance ValueDate# Description of Performance 15Complete & correct response Nov 10#7 No guide sheet, 13 of 15 correct 14 Distorted: uncoordinated/sloppy Sept 29#5 Slow, sloppy numbers & spacing 13 Complete Delayed: slight errors 12Incomplete: partially correct Sept 20#4 Skipped one column 11Incomplete: partial & delayed Oct 10#6 Minor calculation errors, 6/10 right 10Self-corrected: changes answer Sept 11#3 Recalculated 2x’s & chgd seq. 9Repeated same instructions 8Cued: more info in instructions 7Related wrong answer Sept 9#2 Calculations slightly off 6Wrong answer Sept 9#1 calculation wrong, backward seq. 5Wrong answer: yet attempt Goal: Complete triple digit addition problems Adaptation: Prompt guide sheet for sequence Minute independent session

13 Reporting Progress  Student was able to establish triple digit addition skills by November with 85% accuracy, without adaptions.  Will continue independent practice as homework material.  Will reassess in April using the same worksheet to compare performance data and degree of progress for IEP report.  Will continue to expand skills by increasing the number of figures within the problem, then apply skill to word problems.

14 Regularly Scheduled Monitoring  On the IEP most SELPAS’s require that the reassessment period be listed.  Observe and collect data: weekly, monthly or each semester, etc.  The pre and post assessment session should use the exact same material, in order for there to be an accurate form of comparison for the final performance score on the IEP.  The mid-session assessments should be comparable in content, complexity and quantity; yet use different language or numbers for the content.  Adaptations and modifications need to be listed and the application of usage noted.

15 Explicit Description of Skills  The math objective: improve three digit addition skills Or  The math objective: improve three digit addition skills using numbers from 1 to 999 in independent practice and increase application of skills within simple, two step word problems. (Common Core Standards ?????)  If this student transferred to your program at the end of the year, which objective would best help you target the learning skills for a post assessment session?

16 Compare Performance The goal: improve three digit addition skills using numbers from 1 to 999 in independent practice and increase application of skills within simple, two step word problems.  December 436   1320  What scores would these problems reflect? A score of 11  January  One day Kyle counted 126 bikes on campus and 201 by the community pool area. How many kids were riding their bikes that day?  A score of 14

17 Math Skills Evaluation Score Performance ValueDate/ # Description of Performance 15Complete & correct response 14 Distorted: uncoordinated/sloppy Jan#2 Inconsistent number formation & irregular horizontal balance 13 Complete Delayed: slight errors 12Incomplete: partially correct 11Incomplete: partial & delayed Dec#1 Able to carry 1 of 2 times for 3 digit addition 10Self-corrected: changes answer 9Repeated same instructions 8Cued: more info in instructions 7Related wrong answer 6Wrong answer 5Wrong answer: may attempt

18  Listening & Written Language Evaluation Write answers to “Wh questions” for a story that was read aloud in class.

19 Listening & Written Language Objective: Recall the facts of a story read aloud in class, using a worksheet to depict: who, what, when & where with 60% accuracy  What  Chased a possum down by the river into a dran holl.  7 pts. Summer Day Camp: Nature adventure tracking habitats, footprints & vegetation.  Where  Down by the river  9 pts. Re-asked: Nature adventure in a forest  Who  Sammy and his 2 frends  12 pts. One of three names  When  School just got out, play  11 pts. Beginning of summer vacation

20 Data acquired for listening & writing task: Spelling is not included in the goal Score Performance ValueDate# Description of Performance 15Complete & correct response 14 Distorted: uncoordinated/sloppy 13 Complete Delayed: slight errors 12Incomplete: partially correct Apr 15th Who: one of three names 11Incomplete: partial & delayed Apr 15th When: concept, w/o season 10Self-corrected: changes answer 9Repeated same instructions Apr 15th Where: terms used on 2 nd try 8Cued: more info in instructions 7Related wrong answer Apr 15th What: no purpose for event 6Wrong answer*The pre-assessment had no answers above 7 pts. 5Wrong answer: may attempt

21 Comparative Data  Documentation for the Annual Review:  Reliability of Material: A copy of the story  Evidence: A copy of the completed worksheet  Data: An Authentic Assessment Evaluation Page  A written paragraph demonstrating progress level from prior year. 3 of 4 questions were basically correct = 75% success.  By comparing the pre and post assessment one can determine if the goal was “met or was not met” with clear evidence.  Result: Goal Met Kyle progressed from 0% to 75% correct.

22 A Continued Goal of Listening & Writing for Kyle  Kyle will be able to recall and write to the “Wh questions” of an oral story using a worksheet, with 80% accuracy:  Use a 5,000 word story with grade level vocabulary  Recall primary facts for - who, what, when & where  Include 4 details of importance  Develop a personal opinion regarding the value of content.  Include any other qualities that are required in the Common Core Standards for his grade level curriculum.

23 Evidence & Documentation  Using the Authentic Assessment Scale notations made by another teacher or aide, could you generate an accurate progress report?  Would you know how to search and identify the next skill in the sequence of learning math, within the student’s grade level expectancies?  Would you know how to increase complexity of this skill to advance performance objectives?  If unable to improve, would you know how breakdown the learning sequence to match the student’s challenge level?

24 Common ASD Responses Score Performance ValueDate# Description of Performance 10Self-corrected: changes answerFeb#6 Read 3 pages w/o help from text. 9Repeated same instructionsDec#4 Read one page of text with minimal assistance for phoneme identification. 8Cued: more info in instructions 7Related wrong answer 6Wrong answer 5Wrong answer: may attempt or reject the task Oct#2 Turned pages in the book without reading or verbally responding 4Unintelligible response, no relationship to the task Sept#1 Sat in chair and turned away from the table 3Minimal attention, not understandable 2Attention to tester, but not taskNov Jan #3 Said “No” and left room #5 Talked about lunch menu 1Declare a set schedule for evaluation session: 3 rd Wed of month, 10 AM *Inconsistent learning behaviors documented and on record in IEP.

25 TBI/ED/Medicated Students: Rejection of a Task Score Performance ValueDate# Description of Performance 10Self-corrected: changes answerMay#7 After 2 false started counted to five 9Repeated same instructionsApr#6 Counted the blocks 1-5 8Cued: more info in instructionsMar#5 Start counting with 1, 2, 3 7Related wrong answerFeb#4 Random numbers given and touched several blocks 6Wrong answerDec#2 Stacked blocks when directed to count 5Wrong answer: may attempt or reject the task 4Unintelligible response, no relationship to the task Jan#3 Touched blocks and moved them 3Minimal attention, not understandable 2Attention to tester, but not taskOct#1 Smiled w/o attempt to perform

26 Evaluation Data  When performance is scaled we are able to compare and contrast it over time, using a number value as data.  Accurate & consistent data makes our evaluation reliable.  Utilizing the same appropriate material for the pre and post assessment session, makes our results valid. May you find your work to be rewarding as you serve your students well! All rights are reserved for the content an format of this material.


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