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

Training for ELPA and MI-Access Scoring and Administration

2008

ASSESSMENT & ACCOUNTABILITY CONFERENCES


Training for elpa and mi access scoring and administration

  • 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

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

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

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-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

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

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

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

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 rubrics1

P/SI Scoring Rubrics


P si scoring rubrics online learning program

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

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

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

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

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 rubric1

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

FI ELA Item Analyses

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

  • Shows how many student received each comment code


Training for elpa and mi access scoring and administration

  • 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


Training for elpa and mi access scoring and administration

  • 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


Training for elpa and mi access scoring and administration

MI-Access

Linda Headley

[email protected]

(517)339-3940

Deb Rakas

[email protected]

(517)699-3017

CONTACTS


Elpa speaking scoring

ELPA: Speaking Scoring

  • Item formats at all levels:

    • Sentence Repeat

    • Short Conversation

    • Guided Discussion

    • Storytelling

    • Story Retell


Elpa speaking scoring1

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 scoring2

ELPA: Speaking Scoring

Sentence Repeat

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


Elpa speaking scoring3

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 scoring4

ELPA: Speaking Scoring

Short Conversation

  • Two points maximum score

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


Elpa speaking scoring5

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 scoring6

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 scoring7

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 scoring8

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 scoring9

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 scoring10

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 scoring11

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 scoring12

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 scoring13

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 scoring14

ELPA: Speaking Scoring

Story Retell

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

  • Four points maximum score


Elpa speaking scoring15

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 scoring16

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 scoring17

ELPA: Speaking Scoring

Story Retell

  • Speaking DVD available for training purposes

  • Contact OEAA for copies of DVD


Training for elpa and mi access scoring and administration

ELPA

Phil Chase

Department Specialist, Assessment of English Language Learners

[email protected]

(517) 335-3967

CONTACTS


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