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Current Practices in AA-AAS: Results from the 2009 State Survey and Typology Project

Current Practices in AA-AAS: Results from the 2009 State Survey and Typology Project. Mari Quenemoen Research Coordinator, NAAC National Conference on Student Assessment June 23, 2010. 2009 Survey Results. Content alignment Methods for determining achievement levels Scorers

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Current Practices in AA-AAS: Results from the 2009 State Survey and Typology Project

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  1. Current Practices in AA-AAS: Results from the 2009 State Survey and Typology Project Mari Quenemoen Research Coordinator, NAAC National Conference on Student Assessment June 23, 2010

  2. 2009 Survey Results Content alignment Methods for determining achievement levels Scorers Scoring methods Rubric analysis Test formats

  3. Content Alignment • Complete transition to alignment with academics • Extended/expanded academic content standards (27 states) or grade level academic content standards (16) • No states align AA-AAS to functional skills, and IEP teams no longer determine the content of the test for individual students

  4. Methods for Determining Achievement Levels

  5. Who Scores the AA-AAS?

  6. AA-AAS Scoring Procedures

  7. Outcomes Measured by Rubrics

  8. AA-AAS Approaches 40% of states use a portfolio or body of evidence (40% of these are standardized) 36% use a standardized set of performance events/tasks (44% of which require the submission of evidence) 16% use a multiple choice test

  9. AA-AAS Typology Project • Quenemoen, M., Quenemoen, R., Kearns, J., & Kennedy, S. (in press). A Proposed Typology for Characterizing States’ AA-AAS:Developing a Common Language to Describe These Assessments. Lexington, KY: National Alternate Assessment Center. • Quenemoen, M., Perie, M., & Kearns, J. (in press). A Proposed Typology of AA-AAS Scoring Practices. Lexington, KY: National Alternate Assessment Center.

  10. AA-AAS Typology Project:Approaches Portfolios • Collection of student work • Tasks/activities are teacher designed • Measures fewer benchmarks or objectives (usually 2 – 6 per content area) Rating Scale • Teachers rate student performance on a relatively long list of skills, which may include “threads” of predetermined achievement progressions for each skill.

  11. AA-AAS Typology Project:Approaches (cont.) Item-Based Approaches: Performance Tasks • Tasks are pre-scripted (not teacher-designed) • Process and outcome-oriented • May contain a series of related activities • May involve solving problems using manipulatives Constructed Response • Students produce an independent response to a question or prompt Multiple Choice • Students select the correct answer from three or more possible answer choices, which may be textual, pictorial, or tactile

  12. AA-AAS Typology Project:Approaches (cont.)

  13. AA-AAS Typology Project:Approaches (cont.)

  14. AA-AAS Typology Project:Scoring Performance/accuracy • Bivariate right/wrong approach, or multivariate approaches including mastery scales or partial credit. Rubrics • Assign separate points (beyond right/wrong) to two or more dimensions. Bi-dimensional scales • Combine two elements into one scale. Most bi-dimensional scales employ what many states call a “scaffolded” system of increasing prompts or supports.

  15. AA-AAS Typology Project:Scoring (cont.) Student Measures: • Performance / Accuracy • Level of Independence • Progress Item Measures: • Alignment to Standards • Complexity • Appropriateness Generalization Measures: • Generalization • Context • Settings System Measures: • Self-Determination • Interactions • Self-Evaluation • Participation • Choice • Supports/Accommodations

  16. AA-AAS Typology Project:Scoring (cont.)

  17. Mari Quenemoen Research Coordinator, NAAC mari.quenemoen@uky.edu http://www.naacpartners.org

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