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Principles and Guidelines

Principles and Guidelines. NARAP Goal 3. Goal 3 Purpose. To develop research-based principles and guidelines for making large-scale assessments of reading proficiency more accessible for students who have disabilities that affect reading. What We Are Doing.

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Principles and Guidelines

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  1. Principles and Guidelines NARAP Goal 3

  2. Goal 3 Purpose To develop research-based principles and guidelines for making large-scale assessments of reading proficiency more accessible for students who have disabilities that affect reading.

  3. What We Are Doing • Projects meet in July to start to develop evidence-based principles (based on research findings, expected findings, and consensus in field) • Projects worked separately to flesh out individual principles • Projects have discussed first (9-7-07) melded version of principles and agreed on revisions to make (will share 9-7-07 version with TAC)

  4. Principles Committee Current and proposed membership of Committee includes researchers, states, stakeholders, members of AERA, APA, NCME Joint Standards Committee

  5. Process • Principles Committee will review and comment on proposed principles and guidelines that are gleaned from NARAP and other research • NARAP hopes to obtain input at an interactive session on Principles and Guidelines at CCSSO National Conference on Student Assessment

  6. CCSSO Session Increasing the accessibility of reading assessments for students with disabilities that affect reading is a challenge for states, especially now that students who use nonstandard accommodations do not count as participants for AYP. IES project researchers have proposed “principles” of accessibility for reading assessments, and have presented a draft to a stakeholder Principles Committee (state members are represented on this panel), and will engage the audience during this interactive session to comment on the evidence-based principles.

  7. PARA TAC Involvement • Provide input before NARAP goes to the Principles Committee • Focus on principles and guidelines, in terms of (a) format and (b) general content

  8. 9-07 Draft Principles • Accessible reading assessments should reveal reading capabilities of students with disabilities relative to grade-level content and achievement standards. • Accessible reading assessments should be accessible to all subgroups of the testing population, including students with disabilities.

  9. 9-07 Draft Principles Accessible reading assessments should reduce undesirable variance that distorts the measurement of the construct of reading achievement that the assessment has been designed to measure. When reading achievement is obscured by a lack of access skills, accessible reading assessments should allow for the measurement of component skills.

  10. 9-07 Draft Principles Accessible reading assessments should provide accommodations and other assessment adjustments that are needed for making valid inferences about students’ performance relative to grade-level content and achievement standards. Accessible reading assessments … inferences [principle being written].

  11. 9-07 Draft Principles Accessible reading assessments … score reporting [principle being written]. Accessible reading assessments should have a foundation in sound assessment of reading.

  12. Changes on 9-28 Making all reading assessments accessible. 0. Foreword: …. R 1 1. Reading assessments should be accessible…. P G P 2 2. The reading construct being assessed …. G 3 3. … reduce undesirable variance …. 4 4. … measurement of component skills …. 5 5. … provide accommodations …. 6 6. … inferences and score reporting …. 7 8

  13. Timeline DateActivity Sept, 2007 Notify Principles Committee Oct-Dec, 2007 Develop draft of Principles and Guidelines Jan/Feb, 2008 Meet with Principles Committee Spring, 2008 Gather feedback on Principles from key stakeholders Summer, 2008 Finalize Principles and Guidelines Partnership for Accessible Reading Assessment

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