michigan educational assessment system (meap, mi-access, elpa) english language arts
TRANSCRIPT
Michigan Educational Assessment System (MEAP, MI-Access, ELPA)
English Language Arts
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ELA Test Development
• Items written by Michigan teachers• Items (and selections) reviewed by:
Teachers from across state during field reviews Bias Review Committee Content Review Committee
• Items field tested during operational testing window• Items reviewed by Committees after data from field testing
received• Tests are built by contractor and MDE staff from items that
have survived this extensive review process
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Reading: Grades 3-8
Paired Reading Selections
• Text 1 (8 multiple-choice items) • Text 2 (8 multiple-choice items)• Cross-text (6 multiple-choice items)
*Field testing (1 short-answer constructed response item for each selection for use on operational test in 2009)
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Reading: Grades 3-8
Independent Reading Selection
• Text 3 (8 multiple-choice items)
Total = 30 points
Selections include both narrative and expository text
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Reading Domains Assessed
Word Study
Narrative Text
Informational Text
Comprehension
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Writing: Grades 3-8
Writing from Knowledge and Experience• 6-point holistic rubric
• Students choose genre, format of response
• Two pages maximum
• No resources
• Scored as first draft, not polished response
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Writing: Grades 3-8
Student Writing Samples
• Peer response to one Student Writing Sample (4 point rubric)
• 13 multiple-choice revising and editing items from two separate Student Writing Samples
• Half page maximum
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Writing: Grades 3-8
• No resources• Scored as first draft, not polished response• Need to increase number of multiple-choice
items for Student Writing Samples in order to obtain more stable scores.
Total = 23 points
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Writing Domains Assessed
Genre
Process
Style
Grammar and Usage
Spelling
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Field Testing
• Necessary to field test future items during operational test in order to build future tests.
• MEAP releases 50% of items online
• Important that data collected from field tests be valid.
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ELA Assessment Schedule
Session 1: Thursday, October 16
Session 2: Tuesday, October 21
Session 1, Makeup: Wednesday, October 22
Session 2, Makeup: Monday, October 27
Makeup as needed: Wednesday, October 29 & 30
*Approximately 120-140 minutes each day; a.m. and p.m.
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Michigan’s Alternate Assessments
• Based on alternate achievement standards.
• Michigan’s Grade Level Content Expectations and Benchmarks have been extended to reflect the appropriate depth, breadth, and complexity for students with the most significant cognitive disabilities; – Extended Grade Level Content Expectations
(ELGCE) and Extended Benchmarks (EB)
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MI-Access Assessments
• Functional Independence (FI)Have or function as if they have mild cognitive
impairment
• Supported Independence (SI)Have or function as if they have moderate cognitive
impairment
• Participation (P)Have or function as if they have severe cognitive
impairment
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Functional Independence
Word Recognition
• Students answer multiple-choice items that measure their ability to access or recognize highly familiar and frequently encountered words in print.
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Functional Independence
Text Comprehension
• Students access three types of passages: narrative, informational, and functional. Students answer multiple choice items that measure their comprehension skills.
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Functional Independence
Expressing Ideas
• Students respond to a prompt by writing, drawing, dictating, or using a combination of the three response modes. Responses are scored according to a 4-point holistic rubric.
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Participation and Supported Independence (P/SI)
• Designed to measure a student’s knowledge of English language arts in meaningful contexts while acknowledging that student may require some level of assistance to do so.
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P/SI
• MI-Access P/SI ELA assessments cover much of the same content as FI, but content is reduced in depth, breadth and complexity.
• Example: Instead of assessing a student’s ability to decode print, these assessments measure a student’s ability to access information.
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P/SI
Universal design
– Developed in such a way that the need for accommodations is significantly reduced, if not eliminated, by removing barriers to accessing the assessment to demonstrate what students know related to ELA.
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P/SI Item Format
Selected Response Items• Answer choices are presented in the
form of graphics on 8-1/2” x 11” picture cards that students must view and respond to in order to answer the question. The pictures cards must be presented twice, and the student must correctly respond twice for each item.
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Sample Artwork
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P/SI Item Format
Activity Items
• Designed to reflect classroom activities with which students should be familiar
• Provide a performance context in which specific ELA EGLCEs can be assessed
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P/SI ELA Components
Word Study:
• Students are asked to complete assessment items that measure their ability to access or recognize highly familiar and frequently encountered words in print, a picture, or actual object representing the printed words.
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P/SI ELA Components
Comprehension:
• Students are asked to complete assessment items that allow them to access and comprehend various forms of information that are based on the three adult life contexts.
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P/SI ELA Components
Expressing Ideas:
• Students are asked to complete assessment items that provide opportunities to express their ideas by writing, drawing, dictating, gestures, or using a combination of response modes.
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Scoring P/SI Assessments
• Two people observe and score the items: Primary Assessment Administrator, and Shadow Assessment Administrator
• Record score point or condition code for each selected-response or activity item observed
• Transferred to student’s answer document. Final score is the PAA and SAA scores added together.
• Supported Independence – 2-point rubric• Participation – 3-point rubric
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Released Items
• Released item booklets are available online.
• There is a booklet for each population and at each level:
– FI: Grades 3,4,5,6,7,8, and 11
– P/SI: Grades 3-5, 6-8, 11
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MI-Access Assessment Schedule
Grades 3-8
• October 13 – November 21
Grade 11
• February 16 – March 31
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ELPA Reading and Writing
• Items and passages written by Michigan teachers• Items and passages reviewed by:
Bias/Sensitivity Review Committee Content Review Committee
• Items and passages field tested during operational testing window
• Items and passages reviewed by committees after data from field testing received
• Test forms are built by contractor with MDE staff oversight from items and passages that have survived this extensive review process
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ELPA Reading Passages
• ELPA Passage Specifications– Written jointly by OEAA and contractor– Guides writers for length, linguistic and
cognitive complexity, readability, topic appropriateness
– Used by contractor during training– Aligned to BICS and CALP expectations of
ability• BICS: Basic Interpersonal Communication Skills• CALP: Cognitive Academic Language Proficiency
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ELPA Reading and Writing Items
• ELPA Item Specifications– Written jointly by OEAA and contractor– Guides writers for item type, length,
linguistic and cognitive complexity, response expectations, graphics, and phrasing of directions
– Used by contractor during item writing training
– Requires writers to align items to ELP standards
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Types of ELPA Reading Passages
• Narrative/Literary– Can feature characters, setting, sequence of
events– Typically written with dialogue– Models types of comprehensible input
available to English Language Learners (ELLs) during general instruction
– Should allow for lexical (vocabulary), semantic (idioms), comprehensive (main idea) and pragmatic (inferential) questions
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Types of ELPA Reading Passages
• Informational/Content-Area Related– Models types of comprehensible input
available to ELLs during content-area instruction
– Based on math, science, or social studies– Should suppress requirement for prior
knowledge in content area; can explain or introduce concept during passage
– Should allow for lexical (vocabulary), comprehensive, and pragmatic (inferential) questions
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ELPA Reading Passages
• Both types featured in all Assessment Levels
• Cognitive demand geared to age level• Individual multiple-choice items written to
every passage• Individual passage themes or topics are
not connected to each other• Passages sequenced along length and
complexity
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ELPA Writing Items
• Multiple-choice section (Writing Conventions) precedes constructed-response section (Writing)
• These two sections can be administered as separate sessions to reduce testing fatigue
• Writing Conventions items based on W.1 and W.2– W.1 Use conventions and formats of written
English– W.2 Use grammatical conventions of English
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ELPA Writing Items
• Writing constructed-response items based on W.3, W.4, W.6, and W.8– W.3 Write using appropriate vocabulary choice
and variation– W.4 Construct sentences and develop
paragraphs to organize writing supporting a central idea
– W.6 Use various types of writing for specific purposes
– W.8 Use tone and voice to engage specific audiences
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ELPA Writing Items
Item Type Levels Assessed Max. Points
Letter Writing I 1
Word Writing I and II 2
Sentence Writing II and III 2
Sentence Combination IV and V 2
Paragraph Writing III, IV, and V 4
Extended Response, Story I, II, and III 4
Extended Response, Essay IV and V 4
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Scoring ELPA Writing Items
• Rubrics for ELPA Writing responses developed jointly by OEAA and contractor
• Michigan educators serve on Rangefinding committees– Provide definitions for exemplar student
responses at different rubric score points– Provide model responses for training of
contractor’s scoring staff– Helps ensure inter-rater reliability– Helps ensure appropriate expectations
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ELPA Assessment Schedule
2009 ELPA Testing Window:
Monday, March 16, 2009
to
Friday, April 24, 2009
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Tips for Improvement
• Teach your curriculum year-round! • Know the GLCEs• Use the rubrics and checklists with students on a regular basis • Use the “Released Items” from the website, especially the scoring guides, for professional staff development and instruction with students (www.michigan.gov/meap) • Remind students to answer specific questions in constructed response (no evidence that question was read = 0)• Don’t “drill and kill” just before the test!
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Contact Information
Wendy GouldEnglish Language Arts Assessment Consultant, MDE/[email protected]
Linda HowleyInterim Assessment Consultant for Students with [email protected]
Phil ChaseELPA [email protected]
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For more information:
MEAP www.michigan.gov/meap877-560-8378
MI-Access [email protected]
ELPA www.michigan.gov/elpa877-560-8378