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1.
The development of alternate assessments for students with disabilities plays a pivotal role in state and national accountability systems. An important assumption in the use of alternate assessments in these accountability systems is that scores are comparable on different test forms across diverse groups of students over time. The use of test equating is a common way that states attempt to establish score comparability on different test forms. However, equating presents many unique, practical, and technical challenges for alternate assessments. This article provides case studies of equating for two alternate assessments in Michigan and an approach to determine whether or not equating would be preferred to not equating on these assessments. This approach is based on examining equated score and performance-level differences and investigating population invariance across subgroups of students with disabilities. Results suggest that using an equating method with these data appeared to have a minimal impact on proficiency classifications. The population invariance assumption was suspect for some subgroups and equating methods with some large potential differences observed. 相似文献
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University assessment is in the midst of transformation. Assessments are no longer designed solely to determine that students can remember and regurgitate lecture content, nor in order to rank students to aid with some future selection process. Instead, assessments are expected to drive, support, and enhance learning and to contribute to student self-assessment and development of skills and attributes for a lifetime of learning. While traditional purposes of certifying achievement and determining readiness to progress remain important, these new expectations for assessment can create tensions in assessment design, selection, and deployment. With the recognition of these tensions, three contemporary approaches to assessment in medical education are described. These approaches include careful consideration of the educational impact of assessment—before, during (test or recall enhanced learning) and after assessments; development of student (and staff) assessment literacy; and planning of cohesive systems of assessment (with a range of assessment tools) designed to assess the various competencies demanded of future graduates. These approaches purposefully straddle the cross purposes of assessment in modern health professions education. The implications of these models are explored within the context of medical education and then linked with contemporary work in the anatomical sciences in order to highlight current synergies and potential future innovations when using evidence-informed strategies to boost the educational impact of assessments. 相似文献
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Students with the most significant cognitive disabilities (SCD) are the 1% of the total student population who have a disability or multiple disabilities that significantly impact intellectual functioning and adaptive behaviors and who require individualized instruction and substantial supports. Historically, these students have received little instruction in science and the science assessments they have participated in have not included age‐appropriate science content. Guided by a theory of action for a new assessment system, an eight‐state consortium developed multidimensional alternate content standards and alternate assessments in science for students in three grade bands (3–5, 6–8, 9–12) that are linked to the Next Generation Science Standards (NGSS Lead States, 2013 ) and A Framework for K‐12 Science Education (Framework; National Research Council, 2012 ). The great variability within the population of students with SCD necessitates variability in the assessment content, which creates inherent challenges in establishing technical quality. To address this issue, a primary feature of this assessment system is the use of hypothetical cognitive models to provide a structure for variability in assessed content. System features and subsequent validity studies were guided by a theory of action that explains how the proposed claims about score interpretation and use depend on specific assumptions about the assessment, as well as precursors to the assessment. This paper describes evidence for the main claim that test scores represent what students know and can do. We present validity evidence for the assumptions about the assessment and its precursors, related to this main claim. The assessment was administered to over 21,000 students in eight states in 2015–2016. We present selected evidence from system components, procedural evidence, and validity studies. We evaluate the validity argument and demonstrate how it supports the claim about score interpretation and use. 相似文献
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This article report on the development and use of an analytical framework intended to map the language demands encountered by English learners as they engage in science performance assessments. Grounded in functional and interactional views of language and language use, the authors—two science education researchers and a language scholar—developed the framework via an inductive, iterative, and systematic review of written assessment materials associated with three fifth grade science performance tasks. The resulting Science Assessment Language Demands (SALD) framework is organized around three dimensions: participant structures, communicative modes, and written texts and genres that students are called upon to read and produce. The authors used textual analysis to conduct an expert review of the written documents associated with the three assessment tasks. The results indicate that the framework can be used to document a wide range of functional and interactional language demands involved in science performance assessments. The demands revealed by the SALD framework highlight both potential challenges facing English learners during science performance assessments as well as opportunities afforded by such assessments for demonstrating their knowledge and skills and further developing language proficiency. A major implication of the study is the potential use of the framework to evaluate the language demands and opportunities of science assessments used in classrooms with English learners. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 909–928, 2010 相似文献
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Although federal regulations require testing students with severe cognitive disabilities, there is little guidance regarding how technical quality should be established. It is known that challenges exist with documentation of the reliability of scores for alternate assessments. Typical measures of reliability do little in modeling multiple sources of error, which are characteristic of alternate assessments. Instead, Generalizability theory (G-theory) allows researchers to identify sources of error and analyze the relative contribution of each source. This study demonstrates an application of G-theory to examine reliability for an alternate assessment. A G-study with the facets rater type, assessment attempts, and tasks was examined to determine the relative contribution of each to observed score variance. Results were used to determine the reliability of scores. The assessment design was modified to examine how changes might impact reliability. As a final step, designs that were deemed satisfactory were evaluated regarding the feasibility of adapting them into a statewide standardized assessment and accountability program. 相似文献
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States currently are in the process of developing child and family outcome measurement systems for young children with disabilities to meet federal data reporting requirements for the Part C (Infants and Toddlers with Disabilities) and Part B Preschool Grants program supported through the Individuals with Disabilities Education Act. This article reviews issues related to the use of assessments in providing outcome data, discusses challenges raised in conducting valid assessments with young children for accountability purposes, and outlines decisions states must make related to assessment as they design and implement outcome measurement approaches. Considerations related to the standardized or curriculum-based measures are discussed along with other choices related to the use of assessment for accountability. 相似文献
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David H. Slomp 《Assessing Writing》2012,17(2):81-91
This article discusses three sets of challenges involved in the assessment of writing from a developmental perspective. These challenges include defining a workable theory of development, developing a suitable construct, and overcoming limitations in technocentric approaches to writing assessment.In North America in recent years, a burgeoning number of scholars have begun to explore the development of writing ability through the lens of knowledge transfer research. This paper discusses limitations in current and traditional conceptions of transfer, proposing a bioecological model of transfer to resolve these issues. Related to issues of transfer are challenges in defining the construct under investigation in the assessment of writing development. Beaufort's (2007) model of expertise in writing is discussed as a promising framework for defining this construct. Related to these challenges are limitations in current assessment technologies. Drawing on Huot's (2002) concept of assessment-as-research, this article discusses possibilities for broadening the range of assessment practices available to assessors of writing. 相似文献
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《Teaching and Teacher Education》2000,16(5-6):523-545
The demands of teaching more challenging content to more diverse learners suggest a need for teacher education that enables teachers to become more sophisticated in their understanding of the effects of context and learner variability on teaching and learning. Instead of implementing set routines, teachers need to become ever more skillful in their ability to evaluate teaching situations and develop teaching responses that can be effective under different circumstances. This article examines how a growing number of teacher education programs are using authentic assessments of teaching – cases, exhibitions, portfolios, and problem-based inquiries (or action research) – as tools to support teacher learning for these new challenges of practice. Using specific teacher education programs as examples, the article examines how and why these strategies appear to provide support for teacher learning and avenues for more valid assessment of teaching. The authors also discuss circumstances in which these strategies may be less effective and suggest features of the assessments and programmatic contexts that are associated with more and less successful use. 相似文献
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Xiaoming Zhai Kevin C. Haudek Lehong Shi Ross H. Nehm Mark Urban-Lurain 《科学教学研究杂志》2020,57(9):1430-1459
This study develops a framework to conceptualize the use and evolution of machine learning (ML) in science assessment. We systematically reviewed 47 studies that applied ML in science assessment and classified them into five categories: (a) constructed response, (b) essay, (c) simulation, (d) educational game, and (e) inter-discipline. We compared the ML-based and conventional science assessments and extracted 12 critical characteristics to map three variables in a three-dimensional framework: construct, functionality, and automaticity. The 12 characteristics used to construct a profile for ML-based science assessments for each article were further analyzed by a two-step cluster analysis. The clusters identified for each variable were summarized into four levels to illustrate the evolution of each. We further conducted cluster analysis to identify four classes of assessment across the three variables. Based on the analysis, we conclude that ML has transformed—but not yet redefined—conventional science assessment practice in terms of fundamental purpose, the nature of the science assessment, and the relevant assessment challenges. Along with the three-dimensional framework, we propose five anticipated trends for incorporating ML in science assessment practice for future studies: addressing developmental cognition, changing the process of educational decision making, personalized science learning, borrowing 'good' to advance 'good', and integrating knowledge from other disciplines into science assessment. 相似文献
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《Educational Assessment》2013,18(3):203-235
An important development in the context of recent moves toward alternative, performance-based assessment has been the emergence of curriculum profiles. These profiles are assessment tools that allow teachers to make judgments about student achievement with reference to key curriculum outcomes in different subject areas. In this article, six dimensions of curriculum profiles are identified: function-purpose, curriculum coverage, criterion referencing, validity-reliability. manageability, and interpretability. The extent to which each dimension is present in three recently developed curriculum profiling systems—the Australian National Profiles, the Victoria (Australia) Profiles, and the National Curriculum Assessment in England and Wales—is examined. This article highlights the fact that tensions exist among many of these dimensions and examines how the tensions have been addressed within each of the systems. The article concludes with a consideration of the implications of international research on curriculum profiles for the development and implementation of performance-based assessments in the United States. 相似文献
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Identifying English Language Learners with Learning Disabilities: Key Challenges and Possible Approaches 总被引：1，自引：0，他引：1
Richard K. Wagner David J. Francis Robin D. Morris 《Learning disabilities research & practice》2005,20(1):6-15
The need for effective approaches for identifying English language learners with learning disabilities is great and growing. Meeting this need is complicated by recent developments in the field of learning disabilities that are unrelated to the English language learning status, and by limitations in existing knowledge specific to the identification of English language learners with learning disabilities. We review recent developments in the field of learning disabilities concerning the need for earlier identification, the need for a more appropriate conceptualization of learning disability, and the need for more effective assessments and treatments. We discuss challenges to assessment and identification of English language learners with learning disabilities, provide examples of two approaches to meeting these challenges, and describe some remaining challenges. 相似文献
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Daniel Zahra Iain Robinson Martin Roberts Lee Coombes Josephine Cockerill 《Assessment & Evaluation in Higher Education》2017,42(7):1159-1167
Processes for moderating assessments are much debated in higher education. The myriad approaches to the task vary in their demands on staff time and expertise, and also in how valid, reliable and fair to students they appear. Medical education, with its diverse range of assessments and assessors across clinical and academic domains presents additional challenges to moderation. The current review focuses on medical education, considering double-marking and benchmarking as two broad classes of moderation procedure, and argues that it is the process more than the type of procedure which is crucial for successful moderation. The advantages and disadvantages of each class of procedure are discussed in the light of our medical school’s current practices, and with respect to the limited empirical evidence within medical education assessment. Consideration of implementation is central to ensuring valid and reliable moderation. The reliability of assessor judgements depends more on the consistency of assessment formats and the application of clear and agreed assessment criteria than on the moderation process itself. This article considers these factors in relation to their impact on the reliability of moderation, and aims to help assessors and students appreciate the diversity of these factors by facilitating their consideration in the assessment process. 相似文献
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Since the 2001–02 school year, the accountability provisions of the No Child Left Behind Act (NCLB) have shaped much of the work of public school teachers and administrators in the United States. NCLB explicitly prohibits schools from excluding students with disabilities from the accountability system and requires not only participation of all students in statewide accountability assessments but also reporting of the results for students with disabilities along with other students and as a disaggregated group. From the beginning of these requirements, lawmakers recognized that there would be a small group of students with disabilities for whom the regular assessment, even with accommodations, would not be appropriate and they authorized states to develop an alternate assessment based on alternate achievement standards (AA-AAS) for this group of students. More recently, responding to pressures from the field, additional flexibility has been granted to develop an additional alternate assessment based on modified grade-level achievement standards (AA-MAS) for students with disabilities who present with persistent academic difficulties. It is expected that approximately 2% of the total student population might be included in this new alternate assessment. This article examines the decisions that need to be made by individual states to determine the target population for this new alternate assessment and the policy implications of these decisions. 相似文献
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Cawthon SW 《Journal of deaf studies and deaf education》2006,11(3):337-359
This paper reports the results of the National Survey of Accommodations and Alternate Assessments for Students who are Deaf or Hard of Hearing in the United States (National Survey). This study focused on the use of accommodations and alternate assessments in statewide assessments used with students who are deaf or hard of hearing. A total of 258 participants responded to the survey, including 32 representing schools for the deaf, 168 from districtwide/school programs, and 58 from mainstreamed settings. These schools and programs served a total of nearly 12,000 students who are deaf or hard of hearing nationwide. The most prevalent accommodations used in 2003-2004 statewide standardized assessments in mathematics and reading were extended time, an interpreter for directions, and a separate room for test administration. Read aloud and signed question-response accommodations were often prevalent, used more often for mathematics than in reading assessments. Participants from mainstreamed settings reported a more frequent use of accommodations than those in schools for the deaf or districtwide/school programs. In contrast, schools for the deaf were most likely to have students participate in alternate assessments. The top three alternate assessment formats used across all settings were out-of-level testing, work samples, and portfolios. Using the National Survey results as a starting point, future research will need to investigate the validity of accommodations used with students who are deaf or hard of hearing. In the context of the No Child Left Behind Act of 2001 accountability policies, the accommodations and alternate assessment formats used with students who are deaf or hard of hearing may result in restrictions in how scores are integrated into state accountability frameworks. 相似文献
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Guillermo Solano-Flores 《教育实用测度》2014,27(4):236-247
This article addresses validity and fairness in the testing of English language learners (ELLs)—students in the United States who are developing English as a second language. It discusses limitations of current approaches to examining the linguistic features of items and their effect on the performance of ELL students. The article submits that these limitations stem from the fact that current ELL testing practices are not effective in addressing three basic notions on the nature of language and the linguistic features of test items: (a) language is a probabilistic phenomenon, (b) the linguistic features of test items are multidimensional and interconnected, and (c) each test item has a unique set of linguistic affordances and constraints. Along with the limitations of current testing practices, for each notion, the article discusses evidence of the effectiveness of several probabilistic approaches to examining the linguistic features of test items in ELL testing. 相似文献
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This article addresses 3 broad challenges of assessment in reading comprehension: (a) explicitly articulating the knowledge and skills students need to recognize and be able to use in comprehending complex texts; (b) understanding how knowledge and skills progress and successively deepen and develop over repeated opportunities to engage in tasks that require critical thinking and interpretation; and (c) how to approach text selection and sequencing. The article examines these challenges in terms of discipline specific comprehension, specifically in the domain of response to literature. It further illustrates how these discipline specific assessment challenges are taken up in Project READI in the design of authentic assessments of literary reasoning. 相似文献
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Assessments with features of games propose to address student motivation deficits common in traditional assessments. This study examines the impact of two “gameful assessment” prototypes on student engagement and teacher perceptions among 391 Grades 3–7 students and 14 teachers in one Midwestern and one Northwestern school. Using mixed methods, it finds higher satisfaction for students taking gameful assessments, and conflicting attitudes from teachers regarding the impact of gameful assessments on students' intrinsic motivation and desire to learn. The article concludes by discussing opportunities for continued iteration and innovation in gameful assessment design. (Keywords: gaming; gameful assessment; mixed methodology) 相似文献