Alternate Assessments in Oklahoma

The Future of
Alternate Assessment
in Oklahoma
What is an alternate
assessment and how
is it used?
Alternate Assessments
• Aligned with the State academic content
standards
• Promote access to the general
curriculum; and
• Challenges students to achieve the
highest achievement standards possible.
Which students should be assessed with
the OAAP Portfolio?
Source: Criteria Checklist for Assessing Students With Disabilities on Alternate Assessments
Alternate Assessments
in Oklahoma
2013-2014
• OAAP: Math, English language arts, Science, & Social
Studies
(State/federal accountability tests)
• DLM: Math & English language arts (field test only)
2014-2015
• OAAP: Science, & Social Studies
(State/federal accountability tests)
• DLM: Math & English language arts
(State/federal accountability tests)
Oklahoma Alternate
Assessment Program
(OAAP)
Portfolio
(Social Studies & Science)
What is the Oklahoma Alternate
Assessment Program (OAAP) Portfolio
and how is it used?
• Year long electronic collection of a
student’s best work samples
• Assesses the academic knowledge of
students with the most significant
cognitive disabilities for the purposes
of federal and state accountability
Allowable Types of Evidence
OAAP Rubrics
• The OAAP manual and the OAAP rubrics
can be found at
http://ok.gov/sde/assessment
Dynamic Learning Maps (DLM) Update
Field Test Dates
• Field Test 1: February 17-28, 2014
FINISHED
• Field Test 2: March 17- April 11, 2014
FINISHED
• Field Test 3: May 1 – end-of-school
FINISHED
Delivery Status for Field Test 3
2014-2015 Tentative Testing Schedule
DLM Linkage Levels
•
•
•
•
•
Successor (most complex)
Target
Proximal
Distal
Initial (least complex)
Lessons Learned from Field Testing
• Need greater help desk capacity
• Clearer documentation
• Need to get information to participants more
quickly
• Some items need to be adapted due to
accessibility issues
• Some ELA items need to be revamped due to
sensitivity issues
Projects In Progress
• Accessibility manual
• DLM webpage for industry
– Describe systems
– Instructions for accessing KITE and
activities
–Opportunity for feedback to DLM
–Open late March/early April
– 6 weeks to test this spring/summer (more later)
Field Testing
• Each student was given an ELA & math test;
most teachers also took a teacher survey
• Each content area test consists of 3 testlets (3
sections with 3-5 items)
• Testlets covered multiple linkage levels
– First testlet should be an appropriate
match
– Need completed surveys to check
PLANS FOR PILOTING ITEM
ADAPTION FOR BLIND STUDENTS
• Who: Small group of experienced
teachers of the visually impaired
• What: Sample of testlets (Elem, MS, HS)
that have been tagged for VI access after reviews for content,
bias/sensitivity, and accessibility
• Why: Test out the process, materials,
and products of a VI review, create
testlets for FT3
• When: Two days early April
• Where: Denver, CO
Outcomes of VI Pilot
• Document reasons for VI access issues, such as :
– Content: the alt text for an answer option
in a math item gives away the answer.
– Item prompt: the item calls for
identification of an object by its color.
• Identify solutions, such as :
– Adapt the item.
– Design an alternate form that measures the
same construct.
– Eliminate the item for students with VI.
More VI pilot tests to come throughout this year.
Future Plans for Pilot Testing
• Field test sample of adapted and alternate testlets
• Evaluate VI review process
• Add Braille reviews for 2014/2015 testlets
• Expand VI reviews for greater partner
participation
Field Test 1 Participation by Grade
(Nationwide)
Grade
Students
3
1224
4
1281
5
1271
6
1233
7
1258
8
1285
9
241
10
570
11
530
12
506
Total
9399
Field Test Resources
Dynamic Learning Maps Consortia
 http://dynamiclearningmaps.org/moreinfo/fiel
d_testing/index.html
Oklahoma State Department of
Education
 http://ok.gov/sde/dynamic-learning-maps
Contact Information
Christie Stephenson, Project Specialist
[email protected]
405-521-4866

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