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Evidence Collection Powerpoint

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Information about Evidence Collection Powerpoint
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Published on March 11, 2009

Author: berryd

Source: authorstream.com

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MAAECF 2009:Quality Evidence & Reliable Ratings for Better Results : MAAECF 2009:Quality Evidence & Reliable Ratings for Better Results Mississippi Alternate Assessment of the Extended Curriculum Frameworks for Students with Significant Cognitive Disabilities 2008-2009 1 MS CAARES Project 2009 Evidence Documentation Form EDF Attainment : Evidence Documentation Form EDF Attainment MS CAARES Project 2009 2 Evidence Documentation FormEDF Progress : Evidence Documentation FormEDF Progress MS CAARES Project 2009 3 Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives : Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives Grade Level Changes New objectives must be assessed each year Attainment student baseline criteria (= 39% Limit) Required Clusters Optional Clusters ALL NEW 4 MS CAARES Project 2009 Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives : Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives 5 MS CAARES Project 2009 Math and Science Combination : Math and Science Combination MS CAARES Project 2009 6 Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives : Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives Use the MAAECF Item Cluster sheet to: Select Objectives to be assessed under the required clusters for each subject area. Select Objectives to be assessed that are optional. 7 MS CAARES Project 2009 Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives : Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives Establish Baseline for all students Attainment student – Performance on a baseline objective must be = 39%; if performance on a baseline objective = 40%, a new objective should be selected. Document baseline score on the Evidence Documentation Form. Progress student – Performance on baseline should be determined and recorded on the Evidence Documentation Form. Remember baseline percentages obtained with prompts can only receive a performance score of 2 regardless of final assessment percentage. 8 MS CAARES Project 2009 Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives : Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives A minimum of 3 weeks of instruction must be provided for the selected objectives. Assess each objective for the final performance evaluation and record the score on the Evidence Documentation Form. Complete Evidence Documentation form for each assessed objective. *See MDE website for Evidence Documentation Forms 9 MS CAARES Project 2009 Slide 10: MS CAARES Project 2009 Original rater must collect two pieces of quality evidence with dates spanning a minimum of 3 weeks. For the 2009 MAAECF, data collected during the 2008-2009 school year may be used if it aligns with the student grade equivalent on the revised MECF. The evidence sources are: Work Samples and Tests, Observations, or Media Recordings (Video/Photo & Audio Tape). Baseline Data and Final data must cover the same content. The same skill must be assessed using the same number of items, but the baseline and final evidence sources cannot be duplicates. Use the Evidence Documentation Form for documenting and describing your evidence. Provide information about learning context and instructional support. Date all evidence. Help the Independent Rater achieve reliability! Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives 10 MS CAARES Project 2009 Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives : MS CAARES Project 2009 Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives Original Rater must use the Evidence Documentation Forms for documenting and describing evidence. Evidence Documentation Forms must match the pre-determined student participation criteria: Attainment or Progress. Data collected on the Evidence Documentation Form will be transferred to the bubble sheet. The bubble sheets submitted with the evidence must reflect the information provided on the Evidence Documentation Form. 11 MS CAARES Project 2009 Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives : Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives Sources of High Quality Evidence : Primary Evidence (dated and scored) Student worksheets – teacher made test with percentage correct included Observations – with percentage correct Media – with percentage correct Secondary Evidence (supplemental) Secondary evidence is used to support primary work. Use of media is a good way to support student performance. 12 MS CAARES Project 2009 Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives : MS CAARES Project 2008 13 Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives Characteristics of High Quality Evidence: Evidence should support the assessed objective and show alignment with the MECF according to student’s peer grade level. ALL EVIDENCE MUST BE DATED. Evidence dates must show that evidence was collected during the 2008-2009 school year, and dates must reflect a minimum of 3 weeks instruction on the assessed objective Evidence should reflect the student’s ability to apply skills and concepts. Evidence should be reliable (increases the likelihood that 2 or more raters will rate the assessed objective consistently). 13 MS CAARES Project 2009 Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives : MS CAARES Project 2009 Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives Provide a Written Summary that indicates the percentage of times the student is accurate and the lowest level of support needed to achieve this accuracy Media Recordings are often some of the most powerful and useful forms of evidence to efficiently document a number of skills that a student has in his/her repertoire. Write the number of the objective(s) the evidence supports. 14 MS CAARES Project 2009 Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives : Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives New procedures for collecting and submitting media samples : The media samples should be recorded on a CD or DVD and should not last more than 3 minutes The CD/DVD should be labeled with the student name, MSIS ID, and date. Document the assessed objective(s) on the CD/DVD. 15 MS CAARES Project 2009 Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives : MS CAARES Project 2008 16 Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives Evidence is most useful when it … Aligns clearly with the assessed objective, Is generated by the student and supplemented with teacher observations and comments, Provides specific frequency and percentage correct data, Shows a pattern of performance over time, and Describes a level of support (independent, verbal, model, gestural, or physical). Evidence must “create the bigger picture” of student performance for others to see! 16 MS CAARES Project 2009 Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives : MS CAARES Project 2009 Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives The evidence requirements are relatively straightforward. Evidence has been produced as a result of instructional activities. However, when a student does not have evidence readily available for an objective to be assessed, a teacher must plan ahead and try to teach material that clearly documents the status of the student’s current knowledge and skills with regard to the objective. This instruction can be guided by the many tasks and activities in the MECF Frameworks and will result in tangible evidence about a student’s learning. When NO EVIDENCE is provided for an objective, an independent rater will not be able to rate that objective. 17 MS CAARES Project 2009 Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives : MS CAARES Project 2009 Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives Which statement tells you more about a student? 1. The student often can match letters and sounds for all vowels. Or 2. The student can name all the vowels in the alphabet and match vowel sounds to the appropriate letter 80% of the time when the letter is pointed to by the teacher. 3. Jamie can write her name from memory. Or 4. Jamie correctly writes her name 70% of the time when asked without further prompting or encouragement. Provide Information About: Performance /Accuracy + Generalization/Complexity 18 MS CAARES Project 2009 Step 3: Determining Objectives to Assess and Collecting Evidence for Those ObjectivesQuality Evidence Matters! : MS CAARES Project 2009 Step 3: Determining Objectives to Assess and Collecting Evidence for Those ObjectivesQuality Evidence Matters! 19 MS CAARES Project 2009 Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives : Step 3: Determining Objectives to Assess and Collecting Evidence for Those Objectives High Quality Evidence MUST meet or exceed the standards addressed in the Evidence Rubric. Low Quality Evidence will result in poor agreement between the original and independent raters. No Evidence will result in a non-scorable objective. . 20 MS CAARES Project 2009 Step 4: Evaluating and Rating EvidenceMAAECF Rating Scale Format : Step 4: Evaluating and Rating EvidenceMAAECF Rating Scale Format Performance and Complexity will be rated on a 5 point scale. All assessed objectives must be rated. Complete the Evidence Documentation Forms for each of the assessed student objectives. Use the performance and complexity rating rubrics to assign a rating score. Use the new ordering system and order packets for the students taking the MAAECF. NEW 21 MS CAARES Project 2009 Step 4: Evaluating and Rating EvidencePerformance Rubric Progress : Step 4: Evaluating and Rating EvidencePerformance Rubric Progress Step 4: Evaluating and Rating EvidencePerformance Rubric Attainment : Step 4: Evaluating and Rating EvidencePerformance Rubric Attainment Step 4: Evaluating and Rating EvidenceComplexity Rubric : Step 4: Evaluating and Rating EvidenceComplexity Rubric MAAECF Rater Training Activities : MS CAARES Project 2009 MAAECF Rater Training Activities Practice Scoring 25 MS CAARES Project 2009 Practice Activity : MS CAARES Project 2009 Practice Activity Step 1. Review the Evidence Quality Rubric. Step 2. Review the Performance and Complexity Rubrics for Attainment and Progress students. Step 3. Review the evidence for each student and then rate the assessed objectives. Step 4. Complete the worksheet and the bubble sheet. 26 MS CAARES Project 2009 Evidence Quality Rubric(See handout for complete rubric.) : MS CAARES Project 2009 Evidence Quality Rubric(See handout for complete rubric.) 27 MS CAARES Project 2009 Thank You for All You Do For Students : MS CAARES Project 2009 Thank You for All You Do For Students 28 MS CAARES Project 2009 For More Information : For More Information Procedural and Training Questions Barbara Hall - Mississippi Department of Education BAhall@mde.k12.ms.us Donna Davis davisdp@gmail.com Diona Berry dionaberry@att.net Materials and Scoring Center Questions Cindy Morgan Mississippi State University Cindy.Morgan@rcu.msstate.edu 29 MS CAARES Project 2009

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