Groton Elementary

Agenda: Discuss assessments, modifications, and accommodations Review common accommodations for assessments Study of Test Modifications by Elliot et al. Samples of Modified Assessments Case Study Q & A

Key 1 What? Clear and Appropriate Learning Targets Key 2 Why? Clearly Focused and Appropriate Purpose Key 3 How? Appropriate Match among Targets, Purpose, and Method of Assessment Key 4 How much? Sufficient Sampling of Student Work to Make Sound Inferences about Learning Key 5 How Accurate? Fairness and Freedom from Biases that Distort the Picture of Learning * Source: Stiggins, R.J. (2001)

What is a modification? Modifications are changes to a test’s content or item format that make a test more accessible for most students while continuing to assess grade-level content and skills at the same depth of knowledge as unmodified items. (Elliot, et.al, 2010)

Testing Modifications: Testing modifications are changes made to the testing process or to the content of the assessment itself, or provision of certain adaptive technologies or services, that affect the constructs being tested. Examples of testing modifications that affect the construct of the test: · simplification or explanation of test questions; · reading of items designed to test the student's reading skills; · use of spell and/or grammar-checking devices on a test of the student's writing skills; and · use of a calculator on a test of the student's computational skills.

How is this different than an accommodation? Testing accommodations are changes made in the administration of the test in order to remove obstacles to the test-taking process that are presented by the disability without changing the constructs being tested. The testing accommodations most frequently required by students as indicated in their IEPs are: · flexibility in scheduling/timing; · flexibility in the setting used for the administration of assessments; · changes in the method of presentation; and · changes in the method of response.

Whose Job is it to Modify? Everyone! Things to discuss: Content knowledge Rapport/knowledge of student Time availability Familiarity with modifying/accommodating assessments. All teachers should share in the ownership of the student’s modifications or accommodations. Work together to decide who will do what testing accomm./mod. and take turns sharing your ideas. Find what works for the student and you! *Note-classroom accommodations can be given to anyone that needs them!

Study of Test Modifications: F I G U R E 2 Mean Test Scores by Group and Condition in Mathematics SWOD SWD-NE SWD-E Original Modified Modified w/Reading Support (Elliot, et.al, 2010)

Modifications to Reduce Language Replace pronouns with proper nouns. Simplify sentence and text structure with emphasis on clarity. Reduce vocabulary load and nonconstruct subject area language Chunk and segment text into manageable pieces Remove trivial content (base on content you are measuring only) Minimize amount of reading (reduce excess text) Replace negatives with positive wording Edit items for errors in grammar, punctuation, capitalization and spelling.

Modifications to Answer Choice: Eliminate the least plausible distractor (leave only 3 answer choices) Avoid cuing for a correct or incorrect answer Place answer choices in a logical order and make them structurally homogenous. (think word bank)

Other General Modifications: Make items factual rather than opinion based. Add white space to make tracking easier. Improve, add, or remove visuals to make it more helpful. Format items to be read vertically. Use bold text for important words.

Other Common Accommodations Provide an example Underline keywords in directions Student paraphrases directions back before test Provide directions in alternate form (oral/written) Allow clarifying questions regarding directions Reduce number Formatting (white space, all vertical, picture cues, bold words) Read test to student (not reading assessment) Alternate setting Braille, large print, sign language Extended time Flexible scheduling Multiple options for assessment(essay, oral, performance, portfolio) Limit MC options (Reetz, Milleret Ring, & Jacobs, 1999)

Other Common Accommodations: Limit matching items to 5-10 per set, on same page Pencil in a synonym or short definition (if not ELA) Evaluate syntax and vocabulary( put in simpler terms) Circle True/False rather than write T or F Provide a word bank Hints to indicate numerical units Outline answers or fill in organizer rather versus essay Verbalize essay into recorder versus writing essay Peer scribe versus written answer Provide writing frame for paragraph organization Provide graph paper for organization. Provide additional prompting cues Additional math learning tools Use of word processor or spell checker (Reetz, Milleret Ring, & Jacobs, 1999)

Let’s take a closer look at some….

Modify this! Read the case study about your fictitious student. How could you modify this assessment to better assess your learner?