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Dynamic Learning Maps Alternate Assessment Consortium. Neal Kingston Project Director Center for Educational Testing and Evaluation University of Kansas. The present publication was developed under grant 84.373X100001 from the

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Dynamic Learning Maps Alternate Assessment Consortium

Neal Kingston

Project Director

Center for Educational Testing and Evaluation

University of Kansas

The present publication was developed under grant 84.373X100001 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.


State participants
StateParticipants


Let s start with lessons learned
Let’s start with lessons learned

  • When an assessment system is embedded in an accountability system there will be consequences

    • Many teachers will narrowly teach to the test

    • Some teachers and administrators will act counter to their professional responsibilities


Let s start with lessons learned1
Let’s start with lessons learned

  • Teachers need more information about student learning

    • Timely

    • Actionable


How does dlm respond to these lessons
How does DLM respond to these lessons?

  • Common Core Essential Elements

  • Instructionally-embedded (and summative) assessments

  • Instructionally-relevant tasks

  • Learning maps

  • Dynamic assessment

  • Professional development

  • Technology platform to tie it all together


Common core essential elements
Common Core Essential Elements

Are:

Are not:

Downward extension to pre-K

General essence statements

Statements of functional skills

  • Links to grade level Common Core State Standards (CCSS)

  • Statements of content and skills that provide a bridge for students with significant cognitive disabilities to achieve grade differentiated expectations

  • Provide challenge and rigor appropriate for students with significant cognitive disabilities in consideration of the significance of their disabilities


Identify essential elements and create alds why
Identify Essential Elements and Create ALDs: Why

  • Standardize meaning for users to understand targets for learning

  • Provide consistency in expectations across grades and achievement levels

  • Emphasize similarities in content learning and skill achievement even though ways of performing may be highly diversified

  • Ground the alternate assessments in clear expectations for learning and achievement


Examples

Are

Essential

Too

Linked

  • Instructional

  • Achievement

  • Level

  • Descriptors

  • Assessment

  • Achievement

  • Level

  • Descriptors

  • Essential

  • Elements

EXAMPLES






Instructionally embedded and summative assessments
Instructionally-embedded (and summative) assessments

  • Teachers need feedback on a timely and frequent basis

    • About student learning

    • About their teaching

  • Students need feedback on a timely and frequent basis

    • Modeling increasing expectations

  • Two important questions

    • Can results be aggregated for accountability purposes?

    • How do we do this without assessment diminishing the time for instruction?


Instructionally relevant tasks
Instructionally Relevant Tasks

  • Modeling good instructional practice

    • Set of activities related to a unit of study

    • Student interaction driven by cognitive goals

    • Structured scaffolding


Learning maps learning progressions

Learning Maps&Learning Progressions


Learning progressions
Learning Progressions

  • Vertical progression toward learning target

  • Sequenced building blocks

  • Research-based

  • Linked to high-quality assessments


Uses percentages to make straightforward comparisons

Masters, G. & Forster, M. (1997). Developmental Assessment. Victoria, AU: The Australian Council for Education Research Ltd.

Uses the symbols =, < and > to order numbers and make comparisons

Uses decimal notation to two places

Uses place value to distinguish and order whole numbers

Use numbers to decide which is bigger, smaller, same size


What are learning maps
What are Learning Maps?

Network of connected learning targets (nodes)

Maps students’ “knowledge terrain”


Use perceptual subitizing

Compare two quantities up to ten using models

Equal quantity

Identify more number of

Identify fewer number of

Identify more than one

Identify same number of

Identify different number of

Identify one

Compare sets

Explain set

Recognize wholeness

Recognize same

Recognize different

Create a model of quantity

Compare objects

Imitate


Learning progressions vs learning maps
Learning Progressions vs. Learning Maps

Centralizes notion of “superhighway”

Delineates multiple pathways


Multiple pathways ela
Multiple Pathways ELA

Can identify syllables

Can demonstrate articulatory movements for letter sounds

Demonstrates receptive rhyming

Demonstrates understanding letter sounds

Aware of same and different phonological units as sounds

Aware of same and different phonological units as visual or tangible



Multi-disciplinaryTeam Completes the Following:

  • Review of literature

  • Node development and placement

  • Connection placement

  • Validation process


1 review of literature
1. Review of Literature

  • Identify seminal literature

  • Synthesize literature with expert knowledge



What is the observable knowledge skill conceptual procedural factual we want students to exhibit
What is the observable knowledge (skill, conceptual, procedural, factual) we want students to exhibit ?

In Sum….


3 connection placement
3. Connection Placement procedural, factual) we want students to exhibit ?

  • Connection = predicted relationship between skills

  • Single direction

  • Multiple connections

  • Represents integrated approach to skill development


Mathematics section
Mathematics Section procedural, factual) we want students to exhibit ?


Learning map math
Learning Map (Math) procedural, factual) we want students to exhibit ?


Learning map math1
Learning Map (Math) procedural, factual) we want students to exhibit ?


English language arts section
English Language Arts Section procedural, factual) we want students to exhibit ?


English language arts
English Language-Arts procedural, factual) we want students to exhibit ?


Learning map ela and math
Learning Map (ELA and Math) procedural, factual) we want students to exhibit ?

*Note – these will eventually be connected into a single map


4 validation
4. Validation procedural, factual) we want students to exhibit ?

  • Reviews

    • Internal

    • Teacher

    • Expert

  • Cognitive labs

  • Pilot study

  • Field tests


Dynamic assessment
Dynamic Assessment procedural, factual) we want students to exhibit ?

  • Adaptive testing based on the learning map, not some general unidimensional concept of item difficulty

    • Navigating within neighborhoods

    • Navigating across neighborhoods


Professional development
Professional Development procedural, factual) we want students to exhibit ?

  • On demand

  • Multiple approaches

    • “Raw” PowerPoint version

    • Narrated movie version of PowerPoint presentation

    • Fully prepared Facilitator Training Packet

    • Self-guided version

    • Video examples of students with the most significant disabilities engaging in instructional tasks

    • Video examples of students with a variety of disabilities doing similar tasks

    • Sample lesson plans


Technology platform
Technology Platform procedural, factual) we want students to exhibit ?

  • KITE

    • will be available to all participating states to deliver DLM on computers and tablets

    • Can be inexpensively licensed to deliver any other assessments


THANK YOU! procedural, factual) we want students to exhibit ?

For more information, please contact:

[email protected]

or

Go to: www.dynamiclearningmaps.org

The present publication was developed under grant 84.373X100001 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.


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