Authentic Assessment Scale: for Individual Student Evaluation CARS+ Presentation February 20 & 21,...

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Authentic Assessment Scale: for Individual Student Evaluation

CARS+ Presentation February 20 & 21, 2015

By Dr. Diana TaylorAll rights are reserved for the content an format of this material.

Problem

When attempting to compare and contrast IEP goals from year to year, it is often very difficult because: Goals may not have been aligned from one year to

the next It is often unknown if prior goals were met The material used as prompts was not available Goals were vague or too general

Generating Assessment Data

Informal – Authentic Assessment data is valuable to the IEP/IFSP process

It must be valid and reliable from year to year to maintain comparative value

It must demonstrate the rate of progress toward acquiring the curricular standards

It must measure the learning behaviors of the student, as they progress through the year.

Example of IEP History

GradeLevel

IEP Goals ExpectedProgress

Met

2 Math: Determine operation in word problems w/80% accuracy 3 of 5 tries

60% Nov75% Apr

NoNo

1 Math: Complete addition & subtraction problems to 20 w/70% accuracy 3 of 5 tries

60% Nov65% Apr

NoNo

2 Reading: In a level appropriate book, can restate 3 details w/80% accuracy 3 of 5 tries

70% Nov75% Apr

YesYes

1 Reading: Respond to who, what, when, where, how ?’s w/70% accuracy 3 of 5 tries

60% Nov65% Apr

YesYes

2 Writing: Capitalize 5 nouns correctly in a passage w/80% accuracy in 3 or 5 tries

70% Nov75% Apr

NoNo

1 Writing: Capitalize 5 nouns correctly in a passage w/80% accuracy in 3 of 5 tries

60% Nov65% Apr

YesYes

Analysis of IEP History

How can you accurately reassess these goals without using the some materials as when they were designed?

How are the developmental sequence of skills progressing each year?

How do theses goals connect to the grade level skills ? (or expectancies of the Common Core Standards)

Will the student master the skills that were not met during the prior year?

Why didn’t the writing goal progress from year 1 to year 2 once met?

What has this student learned over the past 2 years?

The Authentic Assessment Process

Establishing sound IEP goals requires : The same materials need to be used for Pre & Post-

Assessment sessions, to determine if the goal was actually met.

The developmental sequence of skills needs to be followed from year to year within each discipline.

Goals need to be associated to the grade level curriculum. If a goal was not met, instructional adaptations need

serious attention and new intervention measures applied. Goals need to be assessed in a valid and reliable

manner.

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Goals need to be assessed in a valid and reliable manner.

What valid and reliable measures can we use for informal assessment?

The Authentic Assessment Scale

A clinical scale designed by Dr. Bruce Porch for the PICAC

When adapted and applied to general instructional sessions the scale can generate reliable data for the informal assessment of any skill or learning behavior.

The documentation process serves as an ongoing measure of student progress.

Comparable data is acquired when materials are consistent.

Score

Performance Value Date # Description of Performance

15 Complete & correct response

Nov 10

#7 No guide sheet, 13 of 15 correct

14 Distorted: uncoordinated/sloppy

Sept 29

#5 Slow, sloppy numbers & spacing

13 Complete Delayed: slight errors

12 Incomplete: partially correct

Sept 20

#4 Skipped one column

11 Incomplete: partial & delayed

Oct 10 #6 Minor calculation errors, 6/10 right

10 Self-corrected: changes answer

Sept 11

#3 Recalculated 2x’s & chgd seq.

9 Repeated same instructions

8 Cued: more info in instructions

7 Related wrong answer Sept 9 #2 Calculations slightly off

6 Wrong answer Sept 9 #1 calculation wrong, backward seq.

5 Wrong answer: yet attempt

Goal: Complete triple digit addition problemsAdaptation: Prompt guide sheet for sequence20 20 Minute independent session

Measure the degree of progress!

8 points measure the degree of correct performance:

Complete & correct response15 pts.

Distorted: uncoordinated or sloppy 14 pts.

Complete Delayed: errors in relationship/position 13 pts.

Incomplete: partially correct 12 pts.Incomplete: partially correct & delayed 11 pts.

Self-corrected: changes wrong to right answer10 pts.

Repeated same instructions 9 pts.Cued with new language: corrects answer 8 pts.

Measure the degree of failure!

7 points measure the degree of failure

Related wrong answer: concept of answer present 7 pts.

Error: an answer that is wrong 6 pts.

Intelligible answer of some attempt to answer 5 pts.

Unintelligible answer: response but no relationship 4 pts.

Minimal attention given to task w/no attempted answer 3 pts.

Attention to tester w/no connection to task 2 pts.

No response: completely reject the task 1 pt.

Score



Nov 10

#7 No guide sheet, 13 of 15 correct


Sept 29

#5 Slow, sloppy numbers & spacing



Sept 20

#4 Skipped one column


Oct 10 #6 Minor calculation errors, 6/10 right


Sept 11

#3 Recalculated 2x’s & chgd seq.



7 Related wrong answer Sept 9 #2 Calculations slightly off

6 Wrong answer Sept 9 #1 calculation wrong, backward seq.

5 Wrong answer: yet attempt

Goal: Complete triple digit addition problemsAdaptation: Prompt guide sheet for sequence20 20 Minute independent session

Reporting Progress

Student was able to establish triple digit addition skills by November with 85% accuracy, without adaptions.

Will continue independent practice as homework material.

Will reassess in April using the same worksheet to compare performance data and degree of progress for IEP report.

Will continue to expand skills by increasing the number of figures within the problem, then apply skill to word problems.

Regularly Scheduled Monitoring

On the IEP most SELPAS’s require that the reassessment period be listed. Observe and collect data: weekly, monthly or each semester, etc.

The pre and post assessment session should use the exact same material, in order for there to be an accurate form of comparison for the final performance score on the IEP.

The mid-session assessments should be comparable in content, complexity and quantity; yet use different language or numbers for the content.

Adaptations and modifications need to be listed and the application of usage noted.

Explicit Description of Skills

The math objective: improve three digit addition skills

Or

The math objective: improve three digit addition skills using numbers from 1 to 999 in independent practice and increase application of skills within simple, two step word problems. (Common Core Standards ?????)

If this student transferred to your program at the end of the year, which objective would best help you target the learning skills for a post assessment session?

Compare Performance

The goal: improve three digit addition skills using numbers from 1 to 999 in independent practice and

increase application of skills within simple, two step word problems.

December

436 + 894 1320

What scores would these problems reflect?

A score of 11

January One day Kyle counted 126

bikes on campus and 201 by the community pool area. How many kids were riding their bikes that day?

A score of 14

Math Skills Evaluation

Score

Performance Value Date/#

Description of Performance



Jan #2 Inconsistent number formation & irregular horizontal balance




Dec #1 Able to carry 1 of 2 times for 3 digit addition




7 Related wrong answer

6 Wrong answer

5 Wrong answer: may attempt

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Listening & Written Language Evaluation

Write answers to “Wh questions” for a story

that was read aloud in class.

Listening & Written Language Objective: Recall the facts of a story read aloud in class, using a

worksheet to depict: who, what, when & where with 60% accuracy

What

Chased a possum down by the river into a dran holl.

7 pts. Summer Day Camp: Nature adventure tracking habitats, footprints & vegetation.

Where

Down by the river

9 pts. Re-asked: Nature adventure in a forest

Who

Sammy and his 2 frends

12 pts. One of three names

When

School just got out, play

11 pts. Beginning of summer vacation

Data acquired for listening & writing task: Spelling is not included in the

goalScore






Apr 15th

Who: one of three names


Apr 15th

When: concept, w/o season


9 Repeated same instructions Apr 15th

Where: terms used on 2nd try


7 Related wrong answer Apr 15th

What: no purpose for event

6 Wrong answer *The pre-assessment had no answers above 7 pts. 5 Wrong answer: may

attempt

Comparative Data

Documentation for the Annual Review: Reliability of Material: A copy of the story Evidence: A copy of the completed worksheet Data: An Authentic Assessment Evaluation Page A written paragraph demonstrating progress level from prior

year. 3 of 4 questions were basically correct = 75% success. By comparing the pre and post assessment one can

determine if the goal was “met or was not met” with clear evidence.

Result: Goal Met Kyle progressed from 0% to 75% correct.

A Continued Goal of Listening & Writing for Kyle

Kyle will be able to recall and write to the “Wh questions” of an oral story using a worksheet, with 80% accuracy: Use a 5,000 word story with grade level vocabulary Recall primary facts for - who, what, when & where Include 4 details of importance Develop a personal opinion regarding the value of content.

Include any other qualities that are required in the Common Core Standards for his grade level curriculum.

Evidence & Documentation

Using the Authentic Assessment Scale notations made by another teacher or aide, could you generate an accurate progress report?

Would you know how to search and identify the next skill in the sequence of learning math, within the student’s grade level expectancies?

Would you know how to increase complexity of this skill to advance performance objectives?

If unable to improve, would you know how breakdown the learning sequence to match the student’s challenge level?

Common ASD ResponsesScore


10 Self-corrected: changes answer Feb #6 Read 3 pages w/o help from text.

9 Repeated same instructions Dec #4 Read one page of text with minimal assistance for phoneme identification.


7 Related wrong answer

6 Wrong answer

5 Wrong answer: may attempt or reject the task

Oct #2 Turned pages in the book without reading or verbally responding

4 Unintelligible response, no relationship to the task

Sept #1 Sat in chair and turned away from the table

3 Minimal attention, not understandable

2 Attention to tester, but not task NovJan

#3 Said “No” and left room#5 Talked about lunch menu

1 Declare a set schedule for evaluation session: 3rd Wed of month, 10 AM

*Inconsistent learning behaviors documented and on record in IEP.

TBI/ED/Medicated Students:

Rejection of a TaskScore


10 Self-corrected: changes answer May #7 After 2 false started counted to five

9 Repeated same instructions Apr #6 Counted the blocks 1-5

8 Cued: more info in instructions Mar #5 Start counting with 1, 2, 3

7 Related wrong answer Feb #4 Random numbers given and touched several blocks

6 Wrong answer Dec #2 Stacked blocks when directed to count

5 Wrong answer: may attempt or reject the task

4 Unintelligible response, no relationship to the task

Jan #3 Touched blocks and moved them

3 Minimal attention, not understandable

2 Attention to tester, but not task Oct #1 Smiled w/o attempt to perform

Evaluation Data

When performance is scaled we are able to compare and contrast it over time, using a number value as data.

Accurate & consistent data makes our evaluation reliable.

Utilizing the same appropriate material for the pre and post assessment session, makes our results valid.

May you find your work to be rewarding

as you serve your students well!All rights are reserved for the content an format of this material.

Authentic Assessment Scale: for Individual Student Evaluation CARS+ Presentation February 20 & 21,...

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