ASSESSMENT SUMMARY

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Gas Bill Assessment Ideas  It seems like the students need to have some sort of organization and typing skills to be able to answer these types of questions. (Assessment should have the UDL built in to help with these types of these problems)  Many kids will shut down just at the length of the problem.  Need to start embedding these types of learning activities and assessments, beginning now, teaching them how to do these types of problems before they get to the assessment).  Background, vocabulary, researching, etc. will be important.  Noted that the gas bill is not relevant, should use something more relevant like cell phones.  Please take the time and read it later, it is not straight forward. Mathematically, it was difficult or unclear based on how we typically do story problems.  Question: Would they be able to collaborate with peers to help with processing before actually submitting an individual answer.  Are there rubrics and a repository of these samples available right now? No we have received these from RSS/Google Readers (bootleg copies)

Target to be Assessed Selected Response Extended Written Response Performance Assessment Personal Communication Knowledge Mastery Good match for assessing mastery of elements of knowledge Good match for tapping understanding of relationships among elements of knowledge. Not a good match – too time consuming to cover everything Can ask questions, evaluate answers and infer mastery – but a time-consuming option. Reasoning Proficiency Good match only for assessing understanding of some patterns of reasoning. Written descriptions of complex problem solutions can provide a window into reasoning proficiency. Can watch students solve some problems and infer reasoning proficiency. Can ask student to “think aloud” or can ask follow-up questions to probe reasoning. Performance Skills Not a good match. Can assess mastery of the knowledge prerequisites to skillful performance, but cannot rely on these to tap the skill itself. Good match. Can observe and evaluate skills as they are being performed. Strong match when skill is oral communication proficiency; not a good match otherwise. Ability to Create Products Not a good match. Can assess mastery of knowledge prerequisite to the ability to create quality products, but cannot use to assess the quality of products themselves. Strong match when the product is written. Not a good match when the product is not written. Good match. Can assess the attributes of the product itself. Not a good match. Link between Achievement Targets and Assessment Methods Transfer of knowledge and skills from the classroom to the lab. Classroom Assessment for Student Learning pg. 100

Overview of Dynamic Learning Maps  Michigan is a member of the Dynamic Learning Map (DLM) Consortium, which is led by the Center for Educational Testing and Evaluation (CETE) at the University of Kansas.  As a consortium member, Michigan is collaborating with the other member states in the development of Common Core Essential Elements (CCEEs) for ELA and Math for the 1% population of students who cannot be assessed on general assessments, even with accommodations.  The Common Core Essential Elements (CCEE) are specific statements of the content and skills that are linked to the Common Core State Standards (CCSS) grade level specific expectations for students with significant cognitive disabilities. The CCEE will provide instructional guidance as students move up a varied path on an achievement continuum.

Draft Sample of Essential Elements and Instructional Achievement Level Descriptors

Samples of Instructional Achievement Level Descriptor

Final Draft of Alternate Assessment Achievement Descriptors

 For more information, see the DLM website at