Foundational Work using Evidence-Centered Design

Evidence-centered Design and Universal Design for Learning How do we judge what students know and what they can do? –Make explicit what knowledge or skills are the target –Identify non-target but required knowledge and skills –Generate the kinds of observations that provide evidence of a student having the target knowledge –Determine the kinds of stimuli and work products needed to gather the evidence Argument based on Evidence Based on SRI International Work with NCSC

Designing Items Graduated Complexity –Systematic Use of Variable Features –Scaffolding

Math Example Item 4 assesses content that is closest to grade level and includes minimal use of non-construct relevant scaffolds. Item 3, relative to Item 4, assesses content that is less complex but is still close to grade level (e.g., reduce number of data points, reduce magnitude of numbers used), includes non-construct relevant scaffolds, and most typically uses a start- to-finish demonstration using data not included in the item. Item 2, relative to Items 3 and 4, assesses content that is less complex than Item 3 (e.g., further reduction in number of data points, magnitude of numbers used), includes non-construct relevant scaffolds, and most typically uses a step-by-step demonstration using data not included in the item Item 1 contains the least complex content (e.g., greater reduction in number of data points or magnitude of numbers used) in addition to non-construct relevant scaffolds, such as the use of concrete materials and limited use of symbols. Item 1 targets the lowest ability students within the population.

Cognitive Background AKSAs and Variable Features Used to Support Them 5 AKSAs Variable Features Item 4Item 3Item 2Item 1 Knowledge of what ordered pairs represent No demonstration of plotting the ordered pair Shown ordered pair and teacher demonstrates plotting Teacher demonstrates determining the ordered pair by using a ruler aligned from the point to the x- axis and to the y-axis NA--Aligned to Essential Understanding Knowledge of graphing conventions Teacher points to origin, x-axis, y- axis and points to a previously plotted point Teacher points to origin, x-axis, and y-axis X- and y-axes are identified NA--Aligned to Essential Understanding Based on SRI International Work with NCSC

AKSAs Associated with Cognitive and Executive Functioning UDL Categories and Variable Features UDL AKSAs Variable Features Item 4Item 3Item 2Item 1 Cognitive: Response formats Constructed response Constructed response Selected response: 3 response options Selected response: 2 response options Cognitive: Multiple Representations Text-based representation; Graphic representation; No explanation by teacher Text-based representation; Graphic representation; Teacher explains plotting points from provided ordered pair Text-based representation; Graphic representation; Teacher explains determining the ordered pair from plotted point Graphic representation only to minimize visual stimuli in support of the dichotomous choice Executive Functioning: Number of Item Parts Two parts One part

Sample Item -- 4 Test Administrator "You are going to plot points on this graph.” Test Administrator "This is the x-axis.“ Test Administrator "This is the y-axis." Test Administrator "This is the origin where the x and y-axes meet. Its ordered pair is zero, zero." Test Administrator "One point is already plotted on the graph. It is located at two, four. The ordered pair is two, four. Now it's your turn to plot a point." Question 1 - "Plot a point at one, three on this graph." Question 2 - "Now, plot a point at seven, five on this graph." 7

Sample Item -- 2 Test Administrator (TA) -- "You are going find what ordered pair was used to plot this point. First follow the line down to the x- axis. This number two is the first number of the ordered pair." TA presents student with a note card with the order pair template and writes '2' in the blank ordered pair template and says, "This is how we write an ordered pair. The two is the first number in this ordered pair. It comes from the x-axis." TA returns to Stimulus Material 1 and says, "Then we go back to the point on the graph. Follow the line across to the y-axis axis. This number four on the y-axis is the second number of the ordered pair. The second number of the ordered pair is placed here." TA removes Stimulus Materials 1 and 2, and presents student with another graph (Stimulus Material 3) and says, Question -- "What was the ordered pair that was used to plot this point ?" A. "one, three" B. "two, four or" C. "three, one?"

AKSAs Associated with Cognitive and Executive Functioning UDL Categories and Variable Features UDL AKSAs Variable Features Item 4Item 3Item 2Item 1 Cognitive: Response formats Constructed response Constructed response Selected response: 3 response options Selected response: 2 response options Cognitive: Multiple Representations Text-based representation; Graphic representation; No explanation by teacher Text-based representation; Graphic representation; Teacher explains plotting points from provided ordered pair Text-based representation; Graphic representation; Teacher explains determining the ordered pair from plotted point Graphic representation only to minimize visual stimuli in support of the dichotomous choice Executive Functioning: Number of Item Parts Two parts One part

Reading Items Passages with Items –Varied by word count and Lexiles –Level of Scaffolding –Visual Supports –Level of Inferences –Varied Text Structure –Language Features (e.g., simple sentences)

ELA: Average P-values by Tiers GradeTier 1Tier 2Tier 3Tier (.11).55 (.14).54 (.14).47 (.17) 4.77 (.08).53 (.14).52 (.14).46 (.14) 5.78 (.07).53 (.14).51 (.13).47 (.12) 6.80 (.07).60 (.12).52 (.13).48 (.11) 7.76 (.09).52 (.15).51 (.13).48 (.13) 8.77 (.09).55 (.13).51 (.12).48 (.13) (.09).58 (.15).54 (.14).49 (.14)

Math: Average P-values by Tiers GradeTier 1Tier 2Tier 3Tier (.10).50 (.12).42 (.11) 4.66 (.14).40 (.14).37 (.12).30 (.11) 5.67 (.11).40 (.11).34 (.11).33 (.10) 6.70 (.10).54 (.13).48 (.10).42 (.13) 7.69 (.10).47 (.11).43 (.08).38 (.12) 8.65 (.13).45 (.12).44 (.11).42 (.10) (.15).47 (.10).41 (.11).38 (.12)