dynamic learning maps alternate assessment consortium
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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 - PowerPoint PPT PresentationTRANSCRIPT
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Dynamic Learning Maps Alternate Assessment ConsortiumNeal KingstonProject DirectorCenter for Educational Testing and EvaluationUniversity 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.
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State Participants
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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
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Let’s start with lessons learned
• Teachers need more information about student learning– Timely– Actionable
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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
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Common Core Essential ElementsAre:
• 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
Are not:
• Downward extension to pre-K
• General essence statements
• Statements of functional skills
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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
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CCSS
Essential
Elements
InstructionalAchievemen
tLevel
Descriptors
AssessmentAchieveme
ntLevel
DescriptorsEXAMPLES
ExamplesAre
EssentialToo
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Geometric measurement: understand concepts of angle and measure angles.
4.MD.5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles. An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
Geometric measurement: understand concepts of angle and measure angles.
4.MD.5. Recognize angles in geometric shapes
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Grade 4 Mathematics4MD5. Recognize angles in geometric shapes
Example 1. Label different types of angles in geometric shapes.
Ex. Construct geometric shapes using styrofoam and toothpicks. Then determine whether angles are right, obtuse or acute
Ex. Given a square, determine whether the angles are right, obtuse or acute.
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4MD5. Recognize angles in geometric shapes
Level 2. Recognize angles in geometric shapes.
Ex. Teacher draws a geometric shape, student will draw an arc to identify the angles.
Ex. Give students pictures of different geometric shapes. Sing a song about shapes and ask students to hold up shapes with right angles (or acute angles...).
Grade 4 Mathematics
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4MD5. Recognize angles in geometric shapes
Level 3 example. Identify an angle.
Ex. Presented with drawings with angles and circles, point to the shape that doesn’t contain an angle.Ex. On the playground, identify as many angles as they can see or feel.
Grade 4 Mathematics
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Recognize angles in geometric shapes
Level 4 example. Attend to angles in the environment.
Ex. Use styrofoam and toothpicks to make angles.Ex. Bend a pipe cleaner and identify the bend as the vertex.
Grade 4 Mathematics
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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?
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Instructionally Relevant Tasks
• Modeling good instructional practice– Set of activities related to a unit of study– Student interaction driven by cognitive goals– Structured scaffolding
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Learning Maps&
Learning Progressions
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Learning Progressions
• Vertical progression toward learning target
• Sequenced building blocks
• Research-based• Linked to high-quality
assessments
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Use numbers to decide which is bigger, smaller,
same size
Uses place value to distinguish and order
whole numbers
Uses decimal notation to two places
Uses the symbols =, < and > to order numbers and make comparisons
Uses percentages to make straightforward
comparisons
Masters, G. & Forster, M. (1997). Developmental Assessment. Victoria, AU: The Australian Council for Education Research Ltd.
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What are Learning Maps?
Network of connected learning targets (nodes)Maps students’ “knowledge terrain”
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Create a model of quantity
Recognize wholeness
Identify one
Identify more than one
Use perceptual subitizing
Compare two quantities up to
ten using models
Explain set
Compare sets
ImitateCompare objects
Identify different
number of
Identify same number of
Recognize same Recognize
different
Equal quantity
Identify more
number of
Identify fewer
number of
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Learning Progressions vs. Learning Maps
Centralizes notion of “superhighway” Delineates
multiple pathways
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Multiple Pathways ELA
Aware of same and different
phonological units as visual or
tangible
Can identify syllables
Demonstrates receptive rhyming
Aware of same and different
phonological units as sounds
Demonstrates understanding letter sounds
Can demonstrate articulatory movements
for letter sounds
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Maps were intended to be an Internal System
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1. Review of literature2. Node development and
placement3. Connection placement4. Validation process
Multi-disciplinary Team Completes the Following:
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1. Review of Literature
Identify seminal literature
Synthesize literature with expert knowledge
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Node (learning target)
Instruction
Curricular
Cognitive Develop-
ment
2. Node Development
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What is the observable knowledge (skill, conceptual, procedural, factual) we want
students to exhibit ?
In Sum….
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3. Connection Placement
Connection = predicted relationship between skills
Single directionMultiple connectionsRepresents integrated
approach to skill development
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Mathematics Section
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Learning Map (Math)
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Learning Map (Math)
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English Language Arts Section
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English Language-Arts
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Learning Map (ELA and Math)
*Note – these will eventually be connected into a single map
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4. Validation
ReviewsInternalTeacherExpert
Cognitive labsPilot studyField tests
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Dynamic Assessment
• Adaptive testing based on the learning map, not some general unidimensional concept of item difficulty– Navigating within neighborhoods– Navigating across neighborhoods
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Professional Development
• 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
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Technology Platform
• KITE – will be available to all participating states to
deliver DLM on computers and tablets– Can be inexpensively licensed to deliver any other
assessments
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THANK YOU!For more information, please contact:
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.