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APA Test Design CPI Links and Contents of an Entry Module II 1 2014-2015 NJ APA Teacher Training - Module II. This PowerPoint in its entirety is for the.

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Presentation on theme: "APA Test Design CPI Links and Contents of an Entry Module II 1 2014-2015 NJ APA Teacher Training - Module II. This PowerPoint in its entirety is for the."— Presentation transcript:

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2 APA Test Design CPI Links and Contents of an Entry Module II NJ APA Teacher Training - Module II. This PowerPoint in its entirety is for the exclusive use of New Jersey educators. All other uses of this document are forbidden without written permission from the NJDOE.

3 What will this portfolio look like? What are the required components? NJ APA Teacher Training - Module II APA

4 What is the Format of the APA? Portfolio: Paper based, submit in a 3-ring binder Binders are mailed to districts the week of October 20, 2014, based on the APA registration counts your administrator submitted September through mid-October Content Area: Science is the only content area assessed by the APA in Assessed in grades 4, 8, and high school. Entries relate to content standards, grade-level CPIs, and revised CPI Links. Science will have four entries, each one reflecting the assessment of one CPI Link. Evidence documents educational instruction and student performance of skills. The instructional activity used at the beginning and at the end of the CPI Link instruction is submitted as the assessment evidence NJ APA Teacher Training – Module II

5 4 APA Portfolio Table of Contents Science 4 Entries NOTE: NO entry should contain more than four pieces of evidence. This graphic represents a student who is being assessed in Science with the APA. Science is the only content area assessed by the APA in Test Design NJ APA Teacher Training – Module II

6 5 Test Design Example - Science APA Portfolio Table of Contents Science Entry 1 Science Entry 2 Science Entry 3 Science Entry 4 Entry Cover Sheet reflecting 1 st Standard, Strand, CPI, and CPI Link Entry Cover Sheet reflecting 2 nd Standard, Strand, CPI, and CPI Link Entry Cover Sheet reflecting 3 rd Standard, Strand, CPI, and CPI Link Entry Cover Sheet reflecting 4 th Standard, Strand, CPI, and CPI Link 2 pieces of evidence NOTE: NO entry should contain more than four pieces of evidence. An entry containing more than four pieces of evidence will result in zero scores for all dimensions NJ APA Teacher Training – Module II

7 Page Numbering A Table of Contents that references page numbers in the portfolio must be included. The Table of Contents does not need a page number. Evidence that is longer than one page should be numbered using a combination of page number and letters (for example, 2, 2a, 2b, 2c, etc.). For example, a student was given a test with 8 test items. The test was two pages long, but it is one activity/piece of evidence. The pages might be numbered page 3 and 3a. Entry Cover Sheets get their own page numbers NJ APA Teacher Training – Module II

8 7 The APA Table of Contents template can be found on the NJ APA Questar website under the Documentation tab at https://nj-servicepoint.questarai.com/NJxx01_Documentation.aspx

9 When Do I Collect Evidence? ActivityCollection Period Initial ActivitySeptember 2, November 14, 2014 Final ActivityDecember 8, February 13, Dates on the evidence must include month, day, and year. Be sure to plan early in the year when you will instruct and assess each CPI Link and content area. All students will need to be assessed on an initial activity within the correct time frame above, even if the majority of instruction will not occur until the winter NJ APA Teacher Training – Module II

10 Four Science Entries Based on Standard and Strand 1 Based on Standard and Strand 2 Based on Standard and Strand 3 Based on Standard and Strand 4 Select CPI & CPI Link Select CPI & CPI Link Select CPI & CPI Link Select CPI & CPI Link Provide instruction & document activities and results Provide instruction & document activities and results Provide instruction & document activities and results Provide instruction & document activities and results One Piece of Evidence from September 2 - November 14, 2014 One Piece of Evidence from December 8, February 13, 2015 Entry One Entry TwoEntry ThreeEntry Four NJ APA Teacher Training – Module II One Piece of Evidence from September 2 - November 14, 2014 One Piece of Evidence from September 2 - November 14, 2014 One Piece of Evidence from September 2 - November 14, 2014 One Piece of Evidence from December 8, February 13, 2015 One Piece of Evidence from December 8, February 13, 2015 One Piece of Evidence from December 8, February 13, 2015

11 NJ APA Teacher Training – Module II

12 Contents of the Entry Each entry requires documentation (evidence) of student performance of the skill stated in the CPI Link. Includes two different activities. Two pieces of evidence is the requirement for an entry. One piece of evidence from each activity. Evidence may come from classroom work, community-based settings, or other places where student is working on grade- level CPI Links NJ APA Teacher Training – Module II

13 12 Contents of the Entry (continued) The first piece of evidence documents the initial, or very early, performance of the CPI Link. This evidence must capture what the student does/does not know related to the CPI Link. This evidence must reflect the entire CPI Link in one activity, and be collected between September 2 and November 14, In order for the CPI Link to be eligible for the student’s APA entry, the accuracy score on the activity can not be above 39%. Additional information on scoring the evidence is included later in the training NJ APA Teacher Training – Module II

14 The second piece of evidence documents final performance of the CPI Link. This evidence should capture what the student has learned related to the CPI Link. This evidence should assess the same CPI Link using a different instructional activity, and be collected between December 8, 2014 and February 13, Contents of the Entry (continued) NJ APA Teacher Training – Module II

15 14 How are CPI Links Related to the CCCS? Grade-level CPIs are the building block. Content Centrality establishes what concept must be assessed. Intent/Essence of the CPI Performance Centrality directs the level of skill statement. Complexity/difficulty APA CPI Link can be less complex than the grade-level CPI and/or less difficult Three types of links––Matched, Near, and Far––reflect the degree of complexity/difficulty when compared to the grade-level CPI NJ APA Teacher Training – Module II

16 15 CPI Link CPI 5.5.4A1 Identify the roles that organisms may serve in a food chain Essence of the CPI: Understand the role organisms play in moving matter and energy in a food web Matched LinkNear LinkFar Link  Identify organisms and their roles in a food web that includes the sun  Explain how one organism can be a part of two different food webs  Describe what happens when an organism of a food web is removed *  Classify organisms by whether they are herbivores, omnivores, or carnivores*  Label predators and prey within a food web*  Build a simple food web  Label primary producers and consumers within a food web  Identify predators and prey*  Identify decomposers and producers  Identify the type of food herbivores, carnivores, and omnivores eat Grade Level CPI Matched LinksNear LinksFar Links Links NJ APA Teacher Training – Module II

17 NJ APA Teacher Training – Module II

18 NJ APA Teacher Training – Module II CPI 5.5.4A1 Identify the roles that organisms may serve in a food chain Essence of the CPI: Understand the role organisms play in moving matter and energy in a food web Matched LinkNear LinkFar Link  Identify organisms and their roles in a food web that includes the sun  Explain how one organism can be a part of two different food webs  Describe what happens when an organism of a food web is removed *  Classify organisms by whether they are herbivores, omnivores, or carnivores*  Label predators and prey within a food web*  Build a simple food web  Label primary producers and consumers within a food web  Identify predators and prey*  Identify decomposers and producers  Identify the type of food herbivores, carnivores, and omnivores eat

19 Using the CPI Links—Where to Start? Using the CPI Links—Where to Start? CPI Links Content Guide and Five Items Resource The CPI Links Content Guide and Five Items Resource documents should be used as a companion to the CPI Links. It provides clarifications concerning the content and skills contained in the CPI Links. The resource guides are organized by grade. What’s Included Content Guide Test Specifications A glossary of terms contained in the CPI Links Further clarifications concerning specific content, skills, and/or language contained in the CPI Links “Five Items” Examples Examples that show what constitutes five items for certain links where that may not be clear, for each standard NJ APA Teacher Training – Module II

20 19 How Do You Choose a CPI Link? Decisions Are Based On:Decisions Are Not Based On: The student’s grade What the student already knows How quickly the student learns new information High expectations for students Initial level of prompts (if any) needed for the student to succeed How well the student performs on the initial activity The student’s disability category Low expectations for students Student’s mode of communication Supports needed by the student to participate and perform in the curriculum NJ APA Teacher Training – Module II

21 20 Student Access to the CPI Links There are multiple ways to provide instruction. Choose modifications and supports based on the student’s mode of communication and areas of strengths and needs. CPI Links were built based on the idea that any student can participate in grade-level linked instruction and make progress acquiring the skills when given appropriate supports and modifications NJ APA Teacher Training – Module II

22 21 George is in 12 th grade. He reads using pictures and sight words. He needs significant time to learn new information. He prefers to be independent. Accessing the CPI Links for All Students NJ APA Teacher Training – Module II

23 22 Far Link B2 Classify positive and negative ways humans affect the environment*

24 23 Accessing the CPI Links for All Students Sarah is in 12 th grade. She uses picture symbols to read. She often needs gestural prompts to help her answer questions. She has a strong understanding of weather related occurrences NJ APA Teacher Training – Module II

25 NJ APA Teacher Training – Module II Near Link A1 Explain the effect of naturally occurring processes on the environment of NJ* Sarah followed along while the teacher read the text. She dictated her answers to her teacher who used Writing with Symbols to scribe her answer.

26 Using the CPI Links for Instruction 25 CPI Links should not be used in isolation. Read the Standard and Strand for the overall concept. Read the CPI and Essence. Make sure instruction is within the Essence of the Standard, Strand, CPI and CPI Link. Evidence of instruction on a CPI Link will be scored not only on the discrete skills contained within the Link but also within the Essence of the standard, strand, and CPI For example, 5.6.4A3 is a standard with a Far link that states “Identify examples of water in solid, liquid, and gaseous states*”. The evidence must assess the student’s ability to identify examples of water understanding that matter can exist as a solid, liquid, or gas NJ APA Teacher Training – Module II

27 How to Complete the Online Entry Cover Sheet Things to Remember NJ APA Teacher Training – Module II

28 27 To complete the Entry Sheet online, you will be asked to select information from drop- down menus. After you have made your selections, the system will auto-populate the information into the Entry Cover Sheet form. The NJ APA online Entry Cover Sheet is found on the NJ APA Questar website at: https://nj- servicepoint.questarai.com/N Jxx01_Documentation.aspx NJ APA Teacher Training – Module II

29 NJ APA Teacher Training – Module II

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32 Entry Cover Sheet: Description of Activities NJ APA Teacher Training – Module II

33 What Should Be Included in the Description of Activities on the Entry Cover Sheet When writing the description of an activity be sure to Restate the skill being assessed; Describe the types of materials used (table of insulators and conductors; type of science experiment); Describe how the student accessed the information; Describe how the student demonstrated performance of the skill; and Explain if/when scribing is used and how NJ APA Teacher Training – Module II

34 Writing an Activity Description for the Entry Cover Sheet CPI A1 Near Link Compare and contrast human impact versus naturally occurring processes on the environment 33 Evidence collected between September2, 2014 and November 14, NJ APA Teacher Training – Module II

35 What Should Not Be Included in the Description of Activities on the Entry Cover Sheet Behavior of the student e.g., “Student refused to choose an answer.” Feelings of the student e.g., “Student loved this activity/hated this activity.” Scores for accuracy and independence Scores must be written on the actual student work, not the Entry Cover Sheet Supports or help provided for skills not related to the CPI Link e.g., “After the student chose the correct answer, she needed help placing the picture on the line.” e.g., “Student needed repeated directions to stay on task.” NJ APA Teacher Training – Module II

36 Entry Cover Sheet NJ APA Teacher Training – Module II After you have entered all the required information, including Activity Descriptions, clicking the Submit button on the bottom of the screen will bring up a PDF of the Entry Cover Sheet Form.

37 Review Information to answer these questions is found throughout Modules I and II of the training. You may go back to any part of the training or to the Procedures Manual to find the answers. You should not continue with the training until you can answer all of these questions correctly NJ APA Teacher Training – Module II

38 37 Using the CPI and Links above, answer the following questions: 1.How many different Far Links are there? 2.How many different Near Links are there? 3.What is the essence of the CPI? NJ APA Teacher Training – Module II CPI 5.5.4A1 Identify the roles that organisms may serve in a food chain Essence of the CPI: Understand the role organisms play in moving matter and energy in a food web Matched LinkNear LinkFar Link  Identify organisms and their roles in a food web that includes the sun  Explain how one organism can be a part of two different food webs  Describe what happens when an organism of a food web is removed *  Classify organisms by whether they are herbivores, omnivores, or carnivores*  Label predators and prey within a food web*  Build a simple food web  Label primary producers and consumers within a food web  Identify predators and prey*  Identify decomposers and producers  Identify the type of food herbivores, carnivores, and omnivores eat Review ( continued )

39 4. May a student have a combination of Near, Far, and Matched links within one portfolio? 5.May a student have a combination of Near, Far, or Matched links within one entry of the portfolio? 6. Is it important to read the CPI and Essence when designing instruction and assessment? If so, why? 7. What type of information should not be included in the activity description? 38 Review (continued) NJ APA Teacher Training – Module II

40 Understand the role organisms play in moving matter and energy in a food we b 4. Yes. 5. No. The same link must be assessed on both pieces of evidence within a single entry. 6. Yes. Links, CPIs, and Essence statements work together to lead to an understanding of the grade-level standard at a modified level. Work that does not lead to the Essence will score a zero for all dimensions. 7. Information about the student’s behavior or willingness to participate in the activity should not be included on the Entry Cover Sheet. Scores for Accuracy and Independence must be included on the evidence and do not belong on the Entry Cover Sheet. 39 Review Modules I and II Answers NJ APA Teacher Training – Module II


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