1. Current Practices in AA-AAS: Results from the 2009 State Survey and Typology Project
Mari Quenemoen
Research Coordinator, NAAC
National Conference on Student Assessment
June 23, 2010

2. 2009 Survey Results Content alignment
Methods for determining achievement levels
Scorers
Scoring methods
Rubric analysis
Test formats

3. Content Alignment
Complete transition to alignment with academics
Extended/expanded academic content standards (27 states) or grade level academic content standards (16)
No states align AA-AAS to functional skills, and IEP teams no longer determine the content of the test for individual students

4. Methods for Determining Achievement Levels

5. Who Scores the AA-AAS?

6. AA-AAS Scoring Procedures

7. Outcomes Measured by Rubrics

8. AA-AAS Approaches
40% of states use a portfolio or body of evidence (40% of these are standardized)
36% use a standardized set of performance events/tasks (44% of which require the submission of evidence)
16% use a multiple choice test

9. AA-AAS Typology Project
Quenemoen, M., Quenemoen, R., Kearns, J., & Kennedy, S. (in press). A Proposed Typology for Characterizing States’ AA-AAS: Developing a Common Language to Describe These Assessments. Lexington, KY: National Alternate Assessment Center.
Quenemoen, M., Perie, M., & Kearns, J. (in press). A Proposed Typology of AA-AAS Scoring Practices. Lexington, KY: National Alternate Assessment Center.

10. AA-AAS Typology Project: Approaches
Portfolios
Collection of student work
Tasks/activities are teacher designed
Measures fewer benchmarks or objectives (usually 2 – 6 per content area)
Rating Scale
Teachers rate student performance on a relatively long list of skills, which may include “threads” of predetermined achievement progressions for each skill.

11. AA-AAS Typology Project: Approaches (cont.)
Item-Based Approaches:
Performance Tasks
Tasks are pre-scripted (not teacher-designed)
Process and outcome-oriented
May contain a series of related activities
May involve solving problems using manipulatives
Constructed Response
Students produce an independent response to a question or prompt
Multiple Choice
Students select the correct answer from three or more possible answer choices, which may be textual, pictorial, or tactile

12. AA-AAS Typology Project: Approaches (cont.)

13. AA-AAS Typology Project: Approaches (cont.)

14. AA-AAS Typology Project: Scoring
Performance/accuracy
Bivariate right/wrong approach, or multivariate approaches including mastery scales or partial credit.
Rubrics
Assign separate points (beyond right/wrong) to two or more dimensions.
Bi-dimensional scales
Combine two elements into one scale. Most bi-dimensional scales employ what many states call a “scaffolded” system of increasing prompts or supports.

15. AA-AAS Typology Project: Scoring (cont.)
Student Measures:
Generalization Measures:
Performance / Accuracy
Generalization
Level of Independence
Context
Progress
Settings
Item Measures:
System Measures:
Alignment to Standards
Self-Determination
Complexity
Interactions
Appropriateness
Self-Evaluation
Participation
Choice
Supports/Accommodations

16. AA-AAS Typology Project: Scoring (cont.)

17. Mari Quenemoen Research Coordinator, NAAC mari. quenemoen@uky
Mari Quenemoen Research Coordinator, NAAC