The present publication was developed under grant X from the U.S. Department of Education, Office of Special Education Programs. The views expressed herein are solely those of the author(s), and no official endorsement by the U.S. Department should be inferred. Designing Validity into an Alternate Assessment Neal Kingston, PhD Angela Broaddus, PhD, Meagan Karvonen, PhD Center for Educational Testing and Evaluation, University of Kansas Karen Erickson, PhD Center for Literacy & Disability Studies, University of North Carolina at Chapel Hill Moderator: Susan Weigert, PhD, OSEP

Overview of Evidence Centered Design

Five Layers of ECD Domain analysisDomain modelingConceptual assessment frameworkAssessment implementationAssessment delivery 3

Domain Analysis Descriptions of the knowledge domain being assessed Situations or activities that evoke the relevant concepts and skills Common misconceptions Instructional strategies 4

Domain Modeling Identify focal knowledge and skills Identify potential tasks for assessing focal knowledge and skills Describe characteristics and variable features of assessment tasks 5

Conceptual Assessment Framework Student models – proficiencies the assessment aims to address Task models – how students will respond in an assessment situation to indicate their knowledge Evidence models – how observations collected from tasks offer evidence about what students know 6

Assessment Implementation Task/testlet development Scoring rules Measurement models 7

Assessment Delivery Tests administered to students Tests scored Reports generated and interpreted 8

Overview of the DLM Maps, Claims, Conceptual Areas, and Essential Elements

Learning Map Claims Conceptual Areas Essential Elements

Learning Map 11

Models need to specify claims… (Gong, 2012) 12

DLM Claims English Language Arts – Claim 1 Students will comprehend text in increasingly complex ways Mathematics – Claim 1 Students will demonstrate increasingly complex understanding of number sense. 13

Conceptual Areas Conceptual areas are comprised of nodes that represent the development of related cognitive processes. Conceptual areas contain: – nodes that have been identified as the targets for Essential Element, and – nodes preceding and extending beyond the targets. 14

ELA.C1.1 Determine Critical Elements of Text 15

English Language Arts Claims and Conceptual Areas 16

English Language Arts Claims ELA.C1 Students can comprehend text in increasingly complex ways. ELA.C2 Students can produce writing for a range of purposes and audiences. ELA.C3 Students can communicate for a range of purposes and audiences. ELA.C4 Students can engage in research/inquiry to investigate topics and present information. 17

ELA.C1 Students can comprehend text in increasingly complex ways. ELA.C1.1 Determine Critical Elements of Text ELA.C1.2 Construct Understandings of Text ELA.C1.3 Integrate Ideas and Information from Text 18

ELA.C2 Students can produce writing for a range of purposes and audiences. ELA.C2.1 Use Writing to Communicate ELA.C2.2 Integrate Ideas and Information in Writing 19

ELA.C3 Students can communicate for a range of purposes and audiences. ELA.C3.1 Use Language to Communicate with Others ELA.C3.2 Clarify and Contribute in Discussion 20

ELA.C4 Students can engage in research/inquiry to investigate topics and present information. ELA.C4.1 Use Sources and Information ELA.C4.2 Collaborate and Present Ideas 21

Mathematics Claims M.C1 Number Sense: Students demonstrate increasingly complex understanding of number sense. M.C2 Geometry: Students demonstrate increasingly complex spatial reasoning and understanding of geometric principles. M.C3 Measurement, Data and Analysis: Students demonstrate increasingly complex understanding of measurement, data, and analytic procedures. M.C4 Algebraic and functional reasoning: Students solve increasingly complex mathematical problems, making productive use of algebra and functions.

Claim M.C1 – Number Sense Students demonstrate increasingly complex understanding of number sense. M.C1.1Understand number structures (counting, place value, fraction) M.C1.2Compare, compose, and decompose numbers and sets. M.C1.3Calculate accurately and efficiently using simple arithmetic operations

Claim M.C2 - Geometry Students demonstrate increasingly complex spatial reasoning and understanding of geometric principles. M.C2.1Understand and use geometric properties of two- and three- dimensional shapes M.C2.2Solve problems involving area, perimeter, and volume.

M.C3 – Measurement, Data, and Analysis Students demonstrate increasingly complex understanding of measurement, data, and analytic procedures. M.C3.1Understand and use measurement principles and units of measure M.C3.2Represent and interpret data displays

M.C4 – Algebraic and Functional Reasoning Students solve increasingly complex mathematical problems, making productive use of algebra and functions. M.C4.1Use operations and models to solve problems M.C4.2Understand patterns and functional thinking

EE Concept Maps take content to assessment design Identify claim, conceptual area, CCSS, and Essential Element Identify key vocabulary Describe and define a range of skill development Describe and define misconceptions Identify prerequisite and requisite skills Identify sensitivity and bias barriers Identify accessibility issues

Essential Element Concept Map 28

Feelings of Characters ELA.EE.RL.3.3 Identify the feelings of the characters in a story Embedded and/or Conclusion Both Embedded

Fractions M.EE.3.NF1-3 Differentiate a fractional part from a whole

Dissecting the EECM

Framework Claim Conceptual Area Common Core State Standard Essential Element Essential Question – “Does” versus “Can” Use “Does the student…?” when asking a comprehension question. Use “Can the student…?” when asking a performance question. – Questions focus on EE, address linkage node

Vocabulary Concepts Words

Nodes Initial (a) Distal (b) Proximal (c) Target (d) Successor (e) Supporting Nodes

Questions/ Misconceptions Questions to Ask – What additional skills does the student need to reach the next node? Misconceptions and Errors – What is preventing the student from reaching the next node?

Next EE/Accessibility/ Barriers Next EE Accessibility Barriers Testlet Access

Instructionally Relevant Testlets

TESTLET DEVELOPMENT

Testlet Development Process Follows a rolling sequence in conceptual areas, driven by EECM development One item writer develops a set of testlets

Testlet Sets Initial Precursor Target Successors Connect the map… Behavior Testlet a …to the items developed. Distal Precursor Proximal Precursor Behavior Testlet b Testlet c Testlet d Testlet e

Structure of a Testlet Begins with engagement activity ELA: Text presented in segments with questions embedded and at conclusion Math: series of questions or problems related to single topic

SAMPLE TESTLETS

TESTLET ADMINISTRATION

DISCUSSION

Questions 1.What features must be in place for alternate assessments to be instructionally relevant and not just embedded? 2.What factors might support teachers in making full use of an assessment like DLM? 3.What are the important research questions to be asked about instructionally relevant alternate assessments?

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