Training for elpa and mi access scoring and administration
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Training for ELPA and MI-Access Scoring and Administration. 2008 ASSESSMENT & ACCOUNTABILITY CONFERENCES. To help coordinators who train assessment administrators better understand scoring procedures for MI-Access and the ELPA

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Training for ELPA and MI-Access Scoring and Administration

2008

ASSESSMENT & ACCOUNTABILITY CONFERENCES


  • To help coordinators who train assessment administrators better understand scoring procedures for MI-Access and the ELPA

  • To provide information on resources available to aid understanding

  • And, ultimately, to…

    • increase the reliability and validity of assessment results through better understanding, and

    • ensure that students’ efforts are accurately scored, reported, and counted

PURPOSE


MI-Access Assessments

  • Participation — for students who have, or function as if they have, severe cognitive impairment

  • Supported Independence — for students who have, or function as if they have, moderate cognitive impairment

  • Functional Independence — for students who have, or function as if they have, mild cognitive impairment

Three Assessments


Content Areas Assessed

  • The MI-Access assessments cover three content areas:

    • English language arts (ELA),

    • mathematics, and

    • science

  • The assessments reflect Michigan’s GLCEs, HSCEs, and/or Benchmarks, but they have been extended — or reduced in depth, breadth, and complexity — so they are appropriate for the student populations being assessed


MI-Access Participation & Supported Independence Assessments

  • The Participation and Supported Independence (P/SI) assessments use TWO item formats:

    • Activity-based observation — items are presented to students during familiar classroom activities or routines, which provide a performance context for assessing specific EGLCEs, EHSCEs, and/or EBs

    • Selected response — students are read an item stem, or question, and asked to select the correct response


Activity-Based Observation Item

  • ACTIVITY: The student will correctly indicate the difference between whole and part when engaged in a familiar food preparation activity, such as assembling ingredients for a snack. For example, the student could be shown a whole cup of milk and part of a cup of milk and then be asked, “Which one is a whole cup?”

  • SCORING FOCUS: Differentiating between a whole object and part of an object

Sample Participation Mathematics Item (Grades 6-8)


Selected-Response Item

Sample Participation Science Item (Grade 8)

  • P items have 2 picture answer choices

  • SI items have 3 picture answer choices


Picture Card Presentation Styles

  • Both picture cards must be presented at the same time in one order, then presented again with the positions reversed

  • ELA activity-based observation items that use words paired with pictures also have specific presentation styles (see Appendix C in the manual)

Participation Selected-Response Item with 2 Answer Choices

Picture 1

Picture 2

Picture 2

Picture 1

Show first

Reverse and show again


P/SI Assessment Administrators

  • Administered by TWO people—a Primary Assessment Administrator (PAA) and a Shadow Assessment Administrator (SAA)

    • The PAA and SAA work together prior to the assessment to determine the student’s anticipated response mode.

  • The PAA and SAA observe the student being assessed and simultaneously and independently score the student using a standardized scoring rubric (regardless of item format)


P/SI Scoring Rubrics

  • The scoring rubrics…

    • are based on the student responding correctly, and

    • take into consideration the amount of assistance required to engage the student in the item

  • The scoring rubrics contain both…

    • score points, and

    • condition codes (which add meaning to zeroes)


P/SI Scoring Rubrics


P/SI Scoring Rubrics Online Learning Program

  • www.mi-access.info

  • Explains the P/SI rubrics in detail

  • Shows AAs using them to score students on sample items

  • Is being updated (still says “pilot”)


MI-Access Coordinator & Assessment Administrator Manual

  • The manual includes…

    • an entire section explaining how the P/SI assessments are designed and should be administered,

    • flow charts showing how to apply the scoring rubrics, and

    • score point and condition code definitions and examples


P/SI Item Analyses

  • Compares how AAs scored released items

  • Can be used at district/building level to discuss issues of consistency

  • Produced only when 10 or more students in the same grade take the same test


Functional Independence

  • For Functional Independence, a scoring rubric is used only for ELA Expressing Ideas

  • Students are asked to respond to an open-ended prompt:

    • Tell about what you like to do outside when the weather is cold. Be sure to include details and examples in your response.

  • Students can write, draw, or use a combination to express their response

  • Students can also dictate their response if their disability prevents them from writing or drawing


ELA Expressing Ideas Rubric

  • Student responses are evaluated by external hand-scorers using a 4-point rubric that measures

    • topic focus,

    • organization, and

    • use of language and visual conventions

  • 4 is the highest score a student can receive

  • The rubric includes condition codes and comment codes


ELA Expressing Ideas Rubric

  • Condition codes add meaning to a score point of zero

    • A = off topic

    • B = illegible

    • C = written in a language other than English

    • D = blank/refused to respond

  • Comment codes elaborate on each score point

    • Lacks clear focus on the prompt topic

    • Shows limited development with insufficient details and/or examples

    • Lacks clear organization of ideas and/or arrangement of figures

    • Contains errors in language/visual conventions that interfere with understanding


FI ELA Item Analyses

  • Shows how many students received each score point or condition code

  • Shows how many student received each comment code


  • MI-Access P/SI Scoring Rubrics Online Learning Program

    • www.mi-access.infounder the “Online Learning” tab

  • 2008/2009 MI-Access Coordinator and Assessment Administrator Manual

    • www.mi.gov/mi-access under “Resources”

  • Sample Assessment Booklets and Released Item Booklets

    • www.mi-access.infounder the “Functional Independence” and “Participation and Supported Independence” tabs

RESOURCES


  • Extended GLCEs, HSCEs, and Benchmarks

    • www.mi.gov/mi-access under the “Participation and Supported Independence” and “Functional Independence” sections

  • Assessment Plans

    • www.mi.gov/mi-access under the “Participation and Supported Independence,” “Functional Independence,” and “IEP Team Information” sections

  • IEP Team Tools

    • www.mi.gov/mi-access under the IEP Team Information” section

RESOURCES


MI-Access

Linda Headley

[email protected]

(517)339-3940

Deb Rakas

[email protected]

(517)699-3017

CONTACTS


ELPA: Speaking Scoring

  • Item formats at all levels:

    • Sentence Repeat

    • Short Conversation

    • Guided Discussion

    • Storytelling

    • Story Retell


ELPA: Speaking Scoring

Sentence Repeat

  • Student hears and reads sentence before repeating it

  • One point maximum score

  • Standard focus is on S.6Demonstrate comprehensible pronunciation and intonation for clarity in oral communication


ELPA: Speaking Scoring

Sentence Repeat

  • Proctor listens for fluency and smoothness of speech, proper pronunciation, and appropriate intonation


ELPA: Speaking Scoring

Short Conversation

  • Student hears and reads prompt and responds to question(s)

  • Questions are as open-ended as possible, but still guide student toward focused answer


ELPA: Speaking Scoring

Short Conversation

  • Two points maximum score

  • Standard focus is on S.2Engage in conversations for personal expression and enjoyment


ELPA: Speaking Scoring

Short Conversation

  • Proctor listens for fluency and accuracy, but with an emphasis on the student’s ability to use appropriate vocabulary to express personal opinions, ideas, or points of view


ELPA: Speaking Scoring

Guided Discussion

  • Item format is a two-part set of questions with short prompt to lead into discussion

  • Student hears and reads prompt and responds to first question


ELPA: Speaking Scoring

Guided Discussion

  • Student then hears and reads follow-up question and responds

  • Two points maximum score for each prompt; total four points maximum

  • Proctor scores each portion individually


ELPA: Speaking Scoring

Guided Discussion

  • Standard focus is on S.4Use English to interact in the classroom

  • Benchmark S.4.2.fParticipate in guided discussions


ELPA: Speaking Scoring

Guided Discussion

  • Proctor listens for conversational flow and exchange of information; also for the student’s ability to focus the discussion on specific details or examples after the second prompt


ELPA: Speaking Scoring

Story Telling

  • Student sees sequence of three graphics and creates oral story or narrative about pictures

  • Sequence of graphics is marked First, Next, and Last


ELPA: Speaking Scoring

Story Telling

  • Four points maximum score

  • Standard focus is on S.7Present information, concepts, and ideas to an audience of listeners on a variety of topics


ELPA: Speaking Scoring

Story Telling

  • Proctor listens for complex sentence structures, varied and precise vocabulary, and logical presentation of ideas with appropriate transitions


ELPA: Speaking Scoring

Story Retell

  • Student hears and reads narrative or content-related text

  • Student responds by telling back to the proctor as much as possible, with allowance for added details


ELPA: Speaking Scoring

Story Retell

  • Student bases response on comprehensible English input appropriate to grade level

  • Four points maximum score


ELPA: Speaking Scoring

Story Retell

  • Standard focus is on S.7Present information, concepts, and ideas to an audience of listeners on a variety of topics


ELPA: Speaking Scoring

Story Retell

  • Proctor listens for authentic speech patterns of student, including use of grammatical constructions, descriptive vocabulary, and transitional phrases to retell recognizable story with fluency of speech


ELPA: Speaking Scoring

Story Retell

  • Speaking DVD available for training purposes

  • Contact OEAA for copies of DVD


ELPA

Phil Chase

Department Specialist, Assessment of English Language Learners

[email protected]

(517) 335-3967

CONTACTS


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