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Inclusive Assessment Practices: National Perspective on Issues and Opportunities

Inclusive Assessment Practices: National Perspective on Issues and Opportunities. Martha Thurlow NCTI November 15, 2010. Topics. What is an Inclusive Assessment System? Issues in Achieving Inclusive Assessments Opportunities for the Future of Inclusive Assessment Systems. What is an

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Inclusive Assessment Practices: National Perspective on Issues and Opportunities

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  1. Inclusive Assessment Practices: National Perspective on Issues and Opportunities Martha Thurlow NCTI November 15, 2010

  2. Topics • What is an Inclusive Assessment System? • Issues in Achieving Inclusive Assessments • Opportunities for the Future of Inclusive Assessment Systems

  3. What is an Inclusive Assessment System? • Easy – it is a system that includes everyone • and that accurately measures their knowledge and skills, • and that leads to appropriate interpretations about their knowledge and skills, • and that produces the same results regardless of who administers or scores the assessment • and that produces similar results from one time to another Well, actually, this is not so easy when we are talking about everyone!

  4. Special Education Students in Public Schools

  5. English Language Learners in Public Schools From: NCELA: www.ncela.gwu.edu 5

  6. ELLs with Disabilities in Public Schools • An estimated 423,000 to 510,000 students K-12 in 2007 • About 9% of all ELLs have disabilities • Roughly 80% identified with a learning disability or a speech language impairment • Spanish language speakers highly represented 6

  7. Shocking News Not Everyone is Thinking about ALL as They Develop Assessments – We Still Have Issues! • What to do with students who cannot participate in the regular assessment • What really is meant by “accessible” assessments or “universally designed” assessments • How to “handle” accommodations • How to remember all of these students as we pursue several innovative approaches to assessment 7

  8. A Few Examples of Issues • RTTT Assessment Program only for the regular assessment (had to find additional funds for the alternate assessment – the AA-AAS) • Belief that there are Gap Kids rather than Gaps in the Assessment System • Different perspectives on universal designand“standardized assessment” • Definition of accommodation and when an accommodation is just part of universal design? • Technology platforms and approaches not yet accessible to all students 8

  9. Accommodations • With Common Core State Standards and Common Assessments, we should be able to have Common Accommodations Policies – all we have to do (at a minimum) is: • Carefully define what we really want to measure (and not measure) based on specifications of the standards • Clarify our assumptions and beliefs so we are on the same page • Agree on what does or does not change what we are attempting to measure 9

  10. Read-Aloud Questions (2009)

  11. Speech-Text Device (2009)

  12. Race to the Top Comprehensive Assessment Systems A comprehensive assessment system that provides greater access for students with disabilities: • Formative assessments? • Interim assessments? • Through-course assessments? • Summative assessments that are cumulative? • Alternate assessments that provide alternate ways to demonstrate proficiency? How do these play out for students with disabilities when the assessment is technology based? 13

  13. Adaptive Assessments* Possible in CBT 14 * From Jan Sheinker (June, 2010) • Arguments FOR: • Provide more diagnostic information for shaping instruction • Provide more accurate estimates of what the student knows • Arguments AGAINST: • Not useful in determining how the student is performing on grade-level standards • Deceptive in judging student progress toward grade-level standards • Inaccurate summative results intended to reflect achievement of grade-level standards • Possible deterrent to student opportunity to learn grade-level standards • Encourages continued instruction in basic skills as opposed to applied skills

  14. Barriers vs Access in CBT • Potential Barriers for Students with Disabilities • Lack of familiarity with and fluency in the technology • Unknown impact of artifacts and technology tools (virtual versus real) • Divergent cognitive pathways and learning progressions • Potential Access for Students with Disabilities • Accommodation tools at the student’s fingertips • Built in flexibility in presentation and response modes • Interactivity to accommodate different learning progressions

  15. Challenges of Building an Inclusive CBT Platform • Incorporating accommodations and assistive technology • Building them into every assessment • Researching their efficacy in this new environment • Expanding the toolkit TEA makes possible • Building in flexibility while maintaining standardization • Changing the “externals” without changing the “construct” • Applying and expanding the definition of UDA • Accounting for limitations of grid, hardware, and software

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