A. Overview | |
Figure A1 | Verification instrument (page 1) |
Figure A2 | Purposes of alternate assessment |
Figure A3 | Alternate assessment approaches |
Figure A4 | Content areas included in the alternate assessment |
Figure A5 | Grades assessed |
Figure A6 | Time frame within which the alternate assessment occurred |
Figure A7 | Relationship of the standards assessed by the alternate assessment to the total number of reading/language arts content standards |
Figure A8 | Relationship of the standards assessed by the alternate assessment to the total number of mathematics content standards |
Figure A9 | Alternate assessment developer |
Figure A10 | Administration/assembly of the alternate assessment |
Figure A11 | Individuals who scored the alternate assessment |
B. Alternate Achievement Standards | |
Figure B1 | Individuals involved in creating alternate achievement standards |
Figure B2 | Standard-setting methodologies |
Figure B4 | Descriptors for achievement levels |
Figure B5 | Cut scores for alternate achievement levels |
C. Technical Quality | |
Figure C1/C2/C3/C4 | Individuals involved in reviewing validity, reliability, alignment, and fairness |
Figure C5 | Documentation of scoring and reporting structures consistent with the subdomain structures of state content standards |
Figure C6 | Documentation of test and item scores related to internal or external variables as intended |
Figure C7 | Types of evidence provided to document test and item scores related to internal or external variables as intended |
Figure C8 | Documentation of purposes of the assessment |
Figure C9 | Types of evidence provided to document purposes and uses of the assessment |
Figure C10 | Documentation of assessment system’s producing intended and unintended consequences |
Figure C11 | Types of evidence provided to document the assessment system’s producing intended and unintended consequences |
Figure C12 | Documentation of measurement of construct relevance |
Figure C13 | Types of evidence provided to document measurement of construct relevance |
Figure C14 | Documentation of grade-level equating |
Figure C15 | Extension or clarification of state content standards |
Figure C16 | Mapping of extended content standards to the state content standards |
Figure C17 | Documentation of variability across groups |
Figure C18 | Types of evidence provided to document variability across groups |
Figure C19 | Documentation of internal consistency of item responses |
Figure C20 | Documentation of interrater consistency in scoring |
Figure C21 | Types of evidence provided to document interrater consistency in scoring |
Figure C22 | Documentation of conditional standard errors of measurement |
Figure C23 | Initial process of aligning alternate achievement standards with the state content standards |
Figure C24 | Ongoing procedures used to maintain and improve alignment |
Figure C25 | Process used to ensure fairness |
Figure C26 | Types of evidence provided to document ensuring fairness |
Figure C27 | Documentation of implementation processes |
Figure C28 | Types of evidence provided to document implementation processes |
D. Eligibility and Administration | |
Figure D1 | Guidelines provided to IEP teams to apply in determining when a child’s significant cognitive disability justified an alternate assessment |
Figure D2 | Procedures used for informing parents of use of alternate assessment |
Figure D3 | Extent to which state determined content of alternate assessment |
Figure D4 | Monitoring and verification of the administration process |
Figure D5 | Procedures used in gathering performance evidence |
Figure D6 | Role of student work in alternate assessment |
Figure D7 | Extent to which assessment of student work (tasks or products) was conducted as part of the day-to-day instructional activities or “on demand” |
Figure D8 | Role of teacher judgment in administration of the alternate assessment |
E. Scoring and Reporting | |
Figure E1 | Number of scorers of the alternate assessment |
Figure E2 | How scoring conflicts were resolved |
Figure E3 | Criteria used in evaluating student performance |
Figure E4 | Environmental criteria included in scoring the alternate assessment |
Figure E5 | Types of training for assessment administrators |
Figure E6 | Training for assessment scorers |
Figure E7 | Recipients of individual student reports on alternate assessment performance |
Figure E8 | Expression of individual student reports on alternate assessment performance |
Figure E9 | Provision of interpretive guidance on the alternate assessment |
Figure E10 | Information included in reports given to parents about student performance on the alternate assessment |