foundational work using evidence-centered design
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Foundational Work using Evidence-Centered Design. Evidence-centered Design and Universal Design for Learning. How do we judge what students know and what they can do? Make explicit what knowledge or skills are the target Identify non-target but required knowledge and skills - PowerPoint PPT PresentationTRANSCRIPT
Foundational Work usingEvidence-Centered Design
Evidence-centered Design andUniversal Design for Learning• How do we judge what students know and
what they can do?– Make explicit what knowledge or skills are the
target– Identify non-target but required knowledge and
skills – Generate the kinds of observations that provide
evidence of a student having the target knowledge– Determine the kinds of stimuli and work products
needed to gather the evidence• Argument based on Evidence
Based on SRI International Work with NCSC
Designing Items
• Graduated Complexity– Systematic Use of Variable Features– Scaffolding
Math Example• Item 4 assesses content that is closest to grade level and includes minimal use of non-construct
relevant scaffolds.
• Item 3, relative to Item 4, assesses content that is less complex but is still close to grade level (e.g., reduce number of data points, reduce magnitude of numbers used), includes non-construct relevant scaffolds, and most typically uses a start-to-finish demonstration using data not included in the item.
• Item 2, relative to Items 3 and 4, assesses content that is less complex than Item 3 (e.g., further reduction in number of data points, magnitude of numbers used), includes non-construct relevant scaffolds, and most typically uses a step-by-step demonstration using data not included in the item
• Item 1 contains the least complex content (e.g., greater reduction in number of data points or magnitude of numbers used) in addition to non-construct relevant scaffolds, such as the use of concrete materials and limited use of symbols. Item 1 targets the lowest ability students within the population.
Cognitive Background AKSAs and Variable Features Used to Support Them
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AKSAsVariable Features
Item 4 Item 3 Item 2 Item 1
Knowledge ofwhat orderedpairs represent
No demonstrationof plotting theordered pair
Shown orderedpair and teacherdemonstratesplotting
Teacherdemonstratesdetermining the ordered pair by using a ruler aligned from thepoint to the x-axis and to the y-axis
NA--Aligned toEssentialUnderstanding
Knowledge ofgraphingconventions
Teacher points to origin, x-axis, y-axis and points to a previouslyplotted point
Teacher points to origin, x-axis, and y-axis
X- and y-axes are identified
NA--Aligned toEssentialUnderstanding
Based on SRI International Work with NCSC
AKSAs Associated with Cognitive and Executive Functioning UDL Categories and Variable Features
UDL AKSAsVariable Features
Item 4 Item 3 Item 2 Item 1
Cognitive:Response formats
Constructedresponse
Constructedresponse
Selectedresponse: 3response options
Selectedresponse: 2response options
Cognitive:MultipleRepresentations
Text-basedrepresentation;Graphicrepresentation;No explanationby teacher
Text-basedrepresentation;Graphicrepresentation;Teacher explainsplotting pointsfrom providedordered pair
Text-basedrepresentation;Graphicrepresentation;Teacher explainsdetermining theordered pair from plotted point
Graphicrepresentationonly to minimizevisual stimuli insupport of thedichotomouschoice
ExecutiveFunctioning:Number of ItemParts
Two parts Two parts One part One part
Sample Item -- 4Test Administrator "You are going to plot points on this graph.”
Test Administrator "This is the x-axis.“
Test Administrator "This is the y-axis."
Test Administrator "This is the origin where the x and y-axes meet. Its ordered pair is zero, zero."Test Administrator "One point is already plotted on the graph. It is located at two, four. The ordered pair is two, four. Now it's your turn to plot a point."
Question 1 - "Plot a point at one, three on this graph."Question 2 - "Now, plot a point at seven, five on this graph."
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Sample Item -- 2Test Administrator (TA) -- "You are going find what ordered pair was used to plot this point <TA points to point (2,4) on graph>. First follow the line down to the x-axis <TA draws a straight line with a ruler from the point (2,4) down to the point (2,0)>. This number two <points to the 2 on the x-axis> is the first number of the ordered pair."TA presents student with a note card with the order pair template and writes '2' in the blank ordered pair template and says, "This is how we write an ordered pair. The two is the first number in this ordered pair. It comes from the x-axis." TA returns to Stimulus Material 1 and says, "Then we go back to the point on the graph. Follow the line across to the y-axis axis <TA draws a straight line with the ruler from the point (2,4) across to the point (0,4)>. This number four on the y-axis is the second number of the ordered pair. The second number of the ordered pair is placed here <TA writes '4' in the ordered pair template>."TA removes Stimulus Materials 1 and 2, and presents student with another graph (Stimulus Material 3) and says, Question -- "What was the ordered pair that was used to plot this point <TA points to the point>?"
A. "one, three" B. "two, four or" C. "three, one?"
AKSAs Associated with Cognitive and Executive Functioning UDL Categories and Variable Features
UDL AKSAsVariable Features
Item 4 Item 3 Item 2 Item 1
Cognitive:Response formats
Constructedresponse
Constructedresponse
Selectedresponse: 3response options
Selectedresponse: 2response options
Cognitive:MultipleRepresentations
Text-basedrepresentation;Graphicrepresentation;No explanationby teacher
Text-basedrepresentation;Graphicrepresentation;Teacher explainsplotting pointsfrom providedordered pair
Text-basedrepresentation;Graphicrepresentation;Teacher explainsdetermining theordered pair from plotted point
Graphicrepresentationonly to minimizevisual stimuli insupport of thedichotomouschoice
ExecutiveFunctioning:Number of ItemParts
Two parts Two parts One part One part
Reading Items
• Passages with Items– Varied by word count and Lexiles– Level of Scaffolding– Visual Supports– Level of Inferences– Varied Text Structure– Language Features (e.g., simple
sentences)
ELA: Average P-values by TiersGrade Tier 1 Tier 2 Tier 3 Tier 4
3 .79 (.11) .55 (.14) .54 (.14) .47 (.17)
4 .77 (.08) .53 (.14) .52 (.14) .46 (.14)
5 .78 (.07) .53 (.14) .51 (.13) .47 (.12)
6 .80 (.07) .60 (.12) .52 (.13) .48 (.11)
7 .76 (.09) .52 (.15) .51 (.13) .48 (.13)
8 .77 (.09) .55 (.13) .51 (.12) .48 (.13)
11 .81 (.09) .58 (.15) .54 (.14) .49 (.14)
Math: Average P-values by TiersGrade Tier 1 Tier 2 Tier 3 Tier 4
3 .67 (.10) .50 (.12) .42 (.11) .42 (.11)
4 .66 (.14) .40 (.14) .37 (.12) .30 (.11)
5 .67 (.11) .40 (.11) .34 (.11) .33 (.10)
6 .70 (.10) .54 (.13) .48 (.10) .42 (.13)
7 .69 (.10) .47 (.11) .43 (.08) .38 (.12)
8 .65 (.13) .45 (.12) .44 (.11) .42 (.10)
11 .65 (.15) .47 (.10) .41 (.11) .38 (.12)