Special Populations, Comprehensive Next Generation ... ?· Comprehensive Next Generation Assessment…

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  • Special Populations, Comprehensive Next Generation

    Assessment Systems, and Learning Models: Transition to Assessment

    for Learning

    Friday, June 21, 2013: 8:00 AM-9:30 AM

    Chesapeake G-H (Gaylord National Resort and Convention Center)

  • 90 Min Session Agenda Timeframe Topic Presenters

    15 minutes Introduction GSEGs and AA MAS Context WestEd GSEG Project

    Dissemination Learning Models Colloquium

    Susan Weigert Edynn Sato Pat Almond

    15 minutes Low Performing SWDLessons Learned

    Sue Bechard

    15 minutes Learning Models/Learning Progressions

    Margaret Heritage

    15 minutes Smarter Balanced & Low Performing SWD

    Vince Dean

    30 minutes Discussion Questions Facilitation

    Sandra Warren Edynn Sato

    6/21/2013 NCSA 2013 Session 3447

    Learning Models & Assessment of Special Populations 2

  • SUSAN WEIGERT, PH.D. OSEP US-DOE PROJECT OFFICER

    6/21/2013 NCSA 2013 Session 3447 Learning Models

    & Assessment of Special Populations 3

    https://ccsso.confex.com/ccsso/2013/webprogram/Person219.html

  • OSEP US-DOE Projects

    General Supervision Enhancement Grants (GSEG) FY2007-2010

    Administration Change in 2008

    Advocacy of Several Disability Advocates

    Message of Inclusion

    Promise of Greater Test Access and Sensitivity

    6/21/2013 NCSA 2013 Session 3447 Learning Models

    & Assessment of Special Populations 4

  • Problem: Promote better access to grade level instruction

    for students with disabilities who are behind grade level.

    How?

    One Solution:

    Formative assessments supporting Learning Analytics/Learning Progressions from the students access point toward the grade level standard.

    6/21/2013 NCSA 2013 Session 3447 Learning Models

    & Assessment of Special Populations 5

  • Tools

    CBM fundamental skills

    Off grade level

    Traditional Formative assessment

    Normative models of difficulty

    Can we Improve formative assessment?

    Reached out to Consortia

    Sponsored a series of Colloquia

    White Papers

    6/21/2013

    NCSA 2013 Session 3447 Learning Models & Assessment of Special Populations

    6

  • LEAD PRESENTER: EDYNN SATO, PH.D.

    .

    6/21/2013 NCSA 2013 Session 3447 Learning Models

    & Assessment of Special Populations 7

    https://ccsso.confex.com/ccsso/2013/webprogram/Person2708.htmlhttps://ccsso.confex.com/ccsso/2013/webprogram/Person2177.html

  • Colloquium on Learning Models, Instruction, and Next Generation Assessments that Include Special

    Populations

    October 26, 2012

    Washington Marriott at Metro Center Washington, DC

    6/21/2013 NCSA 2013 Session 3447 Learning Models

    & Assessment of Special Populations 8

  • Background:

    General Supervision Enhancement Grant

    WestEd, the Kansas State Department of Education, and the Louisiana Department of Education (H373X070002)

    Project Officer: Susan Weigert

    Focus of grant (general):

    Technical Assistance on Data Collection

    Priority AModified Academic Achievement Standards

    Dissemination

    1 Learning Models Colloquium 6/21/2013 NCSA 2013 Session 3447 Learning Models

    & Assessment of Special Populations 9

  • Colloquium Purpose

    Learning Models: in development in the U.S.

    proposed as the foundation for designing comprehensive next generation assessment systemsboth formative and summative

    Colloquium will involve discussion of: what is known,

    what is in the works, and

    what needs to be known or investigated

    2 Learning Models Colloquium 6/21/2013 NCSA 2013 Session 3447 Learning Models

    & Assessment of Special Populations 10

  • Learning progressions have been proposed for use in both large-scale and classroom assessments. In both cases, they may provide more detailed information about student thinking than more traditional models of assessment. This detailed information is particularly important in the classroom, where it can be used as the first step in a formative assessment process, to impact instructional decisions and provide feedback to students, ultimately improving student learning (Alonzo & Steedle, 2008, p. 419).

    3 Learning Models Colloquium 6/21/2013 NCSA 2013 Session 3447 Learning Models

    & Assessment of Special Populations 11

  • PATRICIA ALMOND, PHD CATEUNIVERSITY OF OREGON

    6/21/2013 NCSA 2013 Session 3447 Learning Models

    & Assessment of Special Populations 12

    https://ccsso.confex.com/ccsso/2013/webprogram/Person618.html

  • Agenda Time Session Topic

    Lear

    nin

    g M

    od

    els 8:00 a.m. 0

    Form Discussion Groups

    Welcome & Introductions

    9:00 a.m. 1 Learning Models, Instruction and Assessment

    10:00 a.m. 2 Diversity of Special Populations

    10:55 a.m. 3 Technical Considerations

    Learning Analytics & Data Mining

    12:00 p.m. Working

    Lunch

    Implications for the Future

    Report out

    Nex

    t G

    ener

    atio

    n 1:00 p.m. 4 Learning Progression Frameworks for Use with CCSS

    1:20 p.m. 5 RTTTSpecial Populations in Next Generation Assessments

    2:25 p.m. 6 GSEGSpecial Populations in Next Generation Assessment

    3:25 p.m. 7 Implications for Continued Research and Development

    4:25 p.m. 8 Wrap-Up and Thank You

    4:30 p.m. Adjourn

    5 Learning Models Colloquium

    LMC Light

    6/21/2013 NCSA 2013 Session 3447 Learning Models

    & Assessment of Special Populations 13

  • Basic Agenda Format

    Focused Table Discussions 15 minutes

    Presentation 40 minutes

    7 Learning Models Colloquium

    Think Speed Dating.

    6/21/2013 NCSA 2013 Session 3447 Learning Models

    & Assessment of Special Populations 14

  • Toms Proposition If you want one page . . .

    . . . Itll take 20 days.

    If you want it today . . .

    . . . Itll take 20 pages.

    6 Learning Models Colloquium 6/21/2013 NCSA 2013 Session 3447 Learning Models

    & Assessment of Special Populations 15

  • Comprehensive Assessment One aspect of comprehensive systems was the idea that assessment would be closely linked to instruction through formative and interim assessment and would not be limited to summative, accountability assessment purposes.

    Instructionally Embedded (Formative)

    Interim

    Summative/ Accountability

    6/21/2013 NCSA 2013 Session 3447 Learning Models

    & Assessment of Special Populations 16

  • Of Particular Interest

    The learning characteristics of students eligible for Alternate Assessments based on Modified Achievement Standards

    Students whose actual achievement levels were thought to be misrepresented by regular summative, accountability measures

    6/21/2013 NCSA 2013 Session 3447 Learning Models

    & Assessment of Special Populations 17

  • Formative versus Summative?

    In CBAL they are integrated and based on a common set of models. There are strong reasons to use a common foundation for formative and summative assessment. How do you take the evidence from the formative assessment and use it in the classroom?

    But, the formative and summative could be different. The standards are common, but the learning progression may not be the same for both assessments. I see it halfway between both of you. A summative [assessment] requires a definition of the scope and sequence.

    A common learning progression for both

    formative & summative assessment.

    The foundation is the CCSSwhich assumed

    progressions, an embedded scope & sequence.

    6/21/2013 NCSA 2013 Session 3447 Learning Models

    & Assessment of Special Populations 18

  • Selected Discussant Comments

    Next generation assessments need high correspondence between interpretation of students progress given the model and the outcomes measurement model.

    If there are variations in student pathways, there should be correspondence in the measurement model.

    Few learning models have specifically addressed learning and progress for students with disabilities.

    Learning models need to support both instruction and assessment to inform instruction.

    6/21/2013 NCSA 2013 Session 3447 Learning Models

    & Assessment of Special Populations 19

  • SUE BECHARD, PH.D. INCLUSIVE EDUCATIONAL ASSESSMENT

    6/21/2013 NCSA 2013 Session 3447 Learning Models

    & Assessment of Special Populations 20

    https://ccsso.confex.com/ccsso/2013/webprogram/Person2461.html

  • .

    14 projects involving 26 states

    Lessons learned from their studies on alternate assessments based on modified achievement

    standards (AA-MAS).

    Funded by the U.S. Department of Education in 2006-2007 under three funding sources: General Supervision Enhancement Grants Enhanced Assessment Grants Supplemental Funding

    Lessons Learned in Federally Funded Projects That Can Improve

    the Instruction and Assessment of Low Performing Students with

    Disabilities (Thurlow, M., Lazarus, S., & Bechard, S. (Eds.))

    Available at: www.nceo.info

    6/21/2013 NCSA 2013 Session 3447 Learning Models

    & Assessment of Special Populations 21

  • Demographic Characteristics

    4 projects looked at demographic cha