Assessment of Learning in Universal Design for Learning


Published on

April 25-28, 2011: CEC Convention

Presenters: Tracey Hall and Isabel Arathoon, CAST; Amanda Kloo, University of Pittsburgh; Deborah Taub, UNC Greensboro

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • ----- Meeting Notes (4/27/11 23:39) ----- Tracey Thank Naomi to be invited to this presentation. We’re pleased to be here and represent 2 great projects on assessment in special education. Presenting today with this lovely panel you see here. Deborah Taub, from Keystone Alternate assessment design – previously with the National Alternate Assessment Center out of Kentucky in which CAST had a partnership Amanda Kloo from University of Pittsburgh – the project director for the PA GSEG Isabel Arathoon from Guatemala – currently an intern at the University of Madrid, and formerly an intern at CAST.
  • ----- Meeting Notes (4/27/11 23:39) ----- Tracey
  • 5 year project ----- Meeting Notes (4/27/11 23:39) ----- Debbie
  • ----- Meeting Notes (4/27/11 23:39) ----- Debbie
  • ----- Meeting Notes (4/27/11 23:39) ----- Debbie
  • These are just s ----- Meeting Notes (4/27/11 23:39) ----- Debbie
  • Goal: Could a tool be developed to evaluate AA-AAS of different types Could the tool be useful to development and revision of AA-AAS made by states Survey and interview reactions – positive States believe tool will benefit Facilitate compliance with IDEA requirements, including evidence for application of Universal Design Model UDL within the Tool Digital, TTS access, Font options, Capacity/option to share AA-AAS Evaluation Tool outcomes across states Learn from the projects Learn from other states Identified potential to use UDL AA-AAS Evaluation Tool in peer review process ----- Meeting Notes (4/27/11 23:39) ----- Debbie
  • ----- Meeting Notes (4/27/11 23:39) ----- Tracey
  • ----- Meeting Notes (4/27/11 23:39) ----- Tracey
  • ISA Home page of the ULD AA-AAS Evaluation Tool Tool was designed to evaluate alternate assessments using the Principles of UDL ALSO the tool uses the principles of UDL to support users and illustrating the principles of UDL Tabs for navigation
  • One feature Glossary for terms used in assessment to assure common understanding of some technical terms with different meanings Access meaning 1. click on underlined work 2. glossary button
  • Clicking on work provides you with an inline definition (brief)
  • Click more on highlighted word a window opens to provide full definition, contextual use of the term and multi media representations of the term
  • Example of multi media – image - in this case of tactile highlighting Also videos available for some terms
  • Texthelp tool bar – access tool Text to speech ( Read any text aloud) Change Font size Spanish translation Dictionary Connection to the web
  • Work space Three response areas for evaluating the state alternate assessment
  • Tabs – color coded to the UDL principles
  • Tools and strategies specific to the UDL principle, guideline and specific check point to assure application of UDL to the Alternate Assessment
  • These are guidelines and checkpoints in the Action and Expression principle – An example of multiple means of representation – video and images available to also learn about Tools and strategies to support this checkpoint ISA’s Last slide ----- Meeting Notes (4/28/11 06:46) ----- ISA'S LAST SLIDE!!!! :)
  • Flagging system Alert to come back to thes
  • Assessment of Learning in Universal Design for Learning

    1. 1. Assessment of Learning in Universal Design for Learning CEC Conference April 28, 2011 Amanda Kloo, Deborah Taub, Isabel Arathoon, and Tracey E. Hall Accountability and Large Scale Assessments
    2. 2. Universal Design for Learning Multiple means of representation , to give diverse learners options for acquiring information and knowledge Multiple means of action and expression, to give diverse learners options for demonstrating and acting upon information and knowledge Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation
    3. 3. National Alternate Assessment Center ’s (NAAC) goals <ul><li>Enhance the current research base on high quality, technically adequate alternate assessments (AA-AAS). </li></ul><ul><li>Provide technical assistance to states as they endeavor to design or redesign their alternate assessments. </li></ul><ul><li>Demonstrate high quality design and administration of alternate assessments through our partner states. </li></ul>
    4. 4. NAAC Collaborative Partners <ul><li>University of Kentucky : Principal Investigator </li></ul><ul><li>National Center on Educational Outcomes : Technical Quality of Alternate Assessments and Dissemination/Technical Assistance </li></ul><ul><li>University of North Carolina at Charlotte : Alignment of Alternate Assessments to Content Domains </li></ul><ul><li>CAST : Universal Design for Learning </li></ul><ul><li>National Center for the Improvement of Educational Assessment : Technical Quality of Alternate Assessments </li></ul><ul><li>University of Illinois at Urbana-Champaign : Evaluation </li></ul>
    5. 6. Research, Resources and Tools
    6. 7. Still Going… <ul><li>UDL AA-AAS Evaluation Tool </li></ul><ul><li>Learning Progressions Work </li></ul><ul><ul><li>Building sample lessons around the Common Core </li></ul></ul><ul><li>Refining Alignment Training </li></ul><ul><li>NAAC Student/Program Evaluation Tool </li></ul>
    7. 8. Assessment of Learning in Universal Design for Learning
    8. 9. <ul><li>The UDL AA-AAS Evaluation Tool is designed to provide supports and scaffolds for reviewing state alternate assessment materials. </li></ul><ul><li>The Tool could also be used to help guide assessment development. </li></ul>
    9. 10. Short History The NAAC UDL Evaluation Tool Journey <ul><li>Created Spread Sheet Version </li></ul><ul><li>Tested with three states </li></ul><ul><li>Paper pencil version </li></ul><ul><li>Revisions and requests </li></ul>
    10. 13. Glossary
    11. 14. In line- brief definition
    12. 15. Click ( more) to obtain this window with formal definition, source, and contextual use
    13. 16. Glossary: Opened with top navigational button Some images and videos in the glossary to assist in illustration of terms.
    14. 17. Texthelp Toolbar provides access to: Text-to-Speech, translation, online dictionary and web searches
    15. 18. The AA-AAS Evaluation Tool Work Space
    16. 19. Tabular Navigation: Structured using the Principles and Guidelines of Universal Design for Learning
    17. 20. Tools and Strategies specific available and specific to each UDL guideline. Tools and Strategies specific available and specific to each UDL guideline.
    18. 21. Additional representations of tools and or strategies with video or images.
    19. 22. Textbox to create and edit content and findings. wysiwyg – font variations, bullets, numbering, etc.
    20. 24. Ability to “Flag” specific UDL checkpoints for questions or collaborative discussions
    21. 27. Specific Information Specific Information available
    22. 28. Opens Resources information at specific term requested.
    23. 30. The PSSA-M: GSEG… <ul><li>In 2007, Pennsylvania’s Bureau of Special Education, PaTTAN, and The University of Pittsburgh received a 3-year, Individuals with Disabilities Education Act General Supervision Enhancement Grant. </li></ul>(Pennsylvania System of School Assessment- Modified)
    24. 31. PSSA-M GSEG Goals… <ul><li>Develop Pennsylvania’s Modified Academic Achievement Standards based on the state’s academic content standards for the grade in which the student is enrolled; </li></ul><ul><li>Develop clear and appropriate guidelines for IEP teams to use in determining which students should be assessed on modified academic achievement standards; </li></ul><ul><li>Development and implementation of statewide training on those guidelines for IEP teams; </li></ul><ul><li>Ensure that information is included in the next Request for Proposals (RFP) of the state assessment system for use of universal design principles, to the extend possible, based on modified academic achievement standards; and </li></ul><ul><li>Provide statewide integrated and coordinated professional development for implementation of standards-based IEPs by all LEAs. </li></ul>
    25. 32. PSSA-M GSEG Goals… CAST
    26. 33. The Evolution of “Goal 4” <ul><li>In 2009, The Bureau of Assessment and Accountability decided that the AA-MAS test vendor would apply it’s own universal design guidelines to item development and accessibility; therefore, CAST’s guidance for the integration of UDL was unnecessary </li></ul><ul><li>Instead, the Bureau of Special Education solicited the GSEG’s development of a “best practice” guide for AA-MAS item modification/test development that aligns typical Universal decisions to the principles of UDL and the UDL research base developed by CAST. </li></ul>
    27. 34. A Guide to UDL Test Item Modification for Pennsylvania Application of Universal Design for Learning Principles to AA-MAS: Recommendations from Pennsylvania’s GSEG
    28. 35. Purpose of “The Guide”… <ul><ul><li>To affirm Pennsylvania’s current test development efforts for the PSSA-M </li></ul></ul><ul><ul><li>To illustrate how the principles of UDL might inform future AA-MAS test development </li></ul></ul><ul><ul><li>To extend the sound modification work already taking place in many states tackling the AA-MAS like Pennsylvania </li></ul></ul><ul><ul><li>To highlight the positive implications of applying the principles of UDL to all assessment and instruction efforts in the state </li></ul></ul>
    29. 36. Considerations… <ul><li>Paper-pencil assessment delivery </li></ul><ul><li>“ Selected examples” for UDL-aligned item modifications </li></ul><ul><li>Construct-irrelevant modifications </li></ul><ul><li>DOES NOT represent actual test items or test item modifications on the operational PSSA-M </li></ul><ul><ul><li>Examples include only </li></ul></ul><ul><ul><ul><li>publicly released item samples </li></ul></ul></ul><ul><ul><ul><li>items that are representative of both skill and content </li></ul></ul></ul>
    30. 38. Findings <ul><li>Reading evaluation: </li></ul><ul><ul><li>Discrete by grade level </li></ul></ul><ul><ul><li>Skill level </li></ul></ul><ul><li>Mathematics </li></ul><ul><ul><li>Restructured our theoretical framework </li></ul></ul>
    31. 39. Structure of Modifications ID LC SR
    32. 40. LC <ul><li>LC-1 Syntax – </li></ul><ul><li>LC-2 Simplifying vocabulary </li></ul><ul><li>LC-3 Reduced sentence length </li></ul><ul><li>LC-4 Language translation </li></ul><ul><li>LC-5 Clarify anaphoric references </li></ul>
    33. 41. ID-1 Question placement ID-2 Emphasize key information ID-3 Chunking or combining tasks (questions / response options) ID-4 Guide information processing ID-5 Contextualizing skills –skill icons ID-6 Hint ID-7 Line numbering ID-8 Passage primer ID
    34. 42. SR-1 Progress map SR-2 Self check SR-3 Optional Workspace SR-4 Skill Icon Preview SR-5 Reduce Reflexive Eye Movement SR
    35. 43. UDL Modification Detail Charts GUIDING MATRIX FOR READING
    36. 45. Item Details: Stolen Smells ID
    37. 46. Linguistic Complexity: Simplifying Vocabulary, Simplifying Syntax,& Reduce Sentence Length
    38. 47. UDL Modification Detail Charts: Mathematics
    39. 49. Structure of Modifications ID LC SR
    40. 50. Assessment of Learning in Universal Design for Learning NAAC UDL AA-AAS Evaluation Tool - Slides will be available on CAST website Questions?