Consequential Validity结果效度.pptVIP

Alignment Inclusive Assessment Seminar Brian Gong Claudia Flowers What is Alignment? Degree of overlap between content standards and assessment Traditional methods of examining alignment (Webb, Achieve, Survey of Enacted Curriculum, others) Content coverage Depth of knowledge Alignment of Alternate Assessments ”…should be clearly related to grade-level content, although it may be restricted in scope or complexity or take the form of introductory or prerequisite skills” (U.S. Department of Education, 2005, p.26). …clear link to the content standards for the grade in which the student is enrolled. Link for Academic Learning Definition of Link to Grade-Level Content Standards To be linked to grade level standards, the target for achievement must be academic content (e.g., reading, math, science) that is referenced to the student’s assigned grade based on chronological age. Functional activities and materials may be used to promote understanding, but the target skills for student achievement are academically-focused. Some prioritization of the content will occur in setting this expectation, but it should reflect the major domains of the curricular area (e.g., strands of math) and have fidelity with this content and how it is typically taught in general education. The alternate expectation for achievement may focus on prerequisite skills or some partial attainment of the grade level, but students should still have the opportunity to meet high expectations, to demonstrate a range of depth of knowledge, to achieve within their symbolic level, and to show growth across grade levels or grade bands. Criterion 1 asks, Is it Academic? Do alternate assessment, any extended standards, classroom instruction/ professional development focus on academic content? How much emphasis in each domain? Criterion 2 asks, Is it from the grade level/band? Pinpoint the state’s academic content standards for each grade level/band Determine if the “extensions” link to these sta