Module II APA Test Design

Report
Module II
APA Test Design
CPI Links and Contents of an Entry
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2014-2015 NJ APA Teacher Training - Module II. This PowerPoint in its entirety is for the exclusive use of New
Jersey educators. All other uses of this document are forbidden without written permission from the NJDOE.
APA
What will this portfolio look like?
What are the required components?
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2014-2015 NJ APA Teacher Training - Module II
What is the Format of the APA?
 Portfolio: Paper based, submit in a 3-ring binder
 Binders are mailed to districts the week of October 20, 2014, based on
the APA registration counts your administrator submitted September
through mid-October 2014.
 Content Area: Science is the only content area assessed by the APA
in 2014-2015.
 Assessed in grades 4, 8, and high school.
 Entries relate to content standards, grade-level CPIs, and revised
2014-2015 CPI Links. Science will have four entries, each one
reflecting the assessment of one CPI Link.
 Evidence documents educational instruction and student
performance of skills. The instructional activity used at the
beginning and at the end of the CPI Link instruction is submitted as
the assessment evidence.
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2014-2015 NJ APA Teacher Training – Module II
Test Design
APA Portfolio
Table of Contents
Science
4 Entries
NOTE: NO entry should contain more than four pieces of evidence.
This graphic represents a student who is being assessed in Science with the
APA. Science is the only content area assessed by the APA in 2014-2015.
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2014-2015 NJ APA Teacher Training – Module II
Test Design Example - Science
APA Portfolio
Table of Contents
Science
Entry 1
Science
Entry 2
Science
Entry 3
Science
Entry 4
Entry Cover Sheet
reflecting 1st Standard,
Strand, CPI, and CPI Link
Entry Cover Sheet
reflecting 2nd Standard,
Strand, CPI, and CPI Link
Entry Cover Sheet
reflecting 3rd Standard,
Strand, CPI, and CPI Link
Entry Cover Sheet
reflecting 4th Standard,
Strand, CPI, and CPI Link
2 pieces of evidence
2 pieces of evidence
2 pieces of evidence
2 pieces of evidence
NOTE: NO entry should contain more than four pieces of evidence. An entry containing more than
four pieces of evidence will result in zero scores for all dimensions.
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2014-2015 NJ APA Teacher Training – Module II
Page Numbering
 A Table of Contents that references page numbers in the
portfolio must be included. The Table of Contents does not
need a page number.
 Evidence that is longer than one page should be numbered
using a combination of page number and letters (for
example, 2, 2a, 2b, 2c, etc.).
 For example, a student was given a test with 8 test items. The
test was two pages long, but it is one activity/piece of evidence.
The pages might be numbered page 3 and 3a.
 Entry Cover Sheets get their own page numbers.
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2014-2015 NJ APA Teacher Training – Module II
The APA Table of Contents
template can be found on the NJ APA Questar website under the
Documentation tab at
https://nj-servicepoint.questarai.com/NJxx01_Documentation.aspx
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2014-2015 NJ APA Teacher Training – Module II
When Do I Collect Evidence?
Activity
Collection Period
Initial Activity
September 2, 2014 - November 14, 2014
Final Activity
December 8, 2014 - February 13, 2015
 Dates on the evidence must include month, day, and year.
 Be sure to plan early in the year when you will instruct and assess
each CPI Link and content area.
 All students will need to be assessed on an initial activity within the correct
time frame above, even if the majority of instruction will not occur until the
winter.
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2014-2015 NJ APA Teacher Training – Module II
Four Science Entries
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Entry One
Based on
Standard and
Strand 1
Entry Two
Entry Three
Entry Four
Based on
Standard and
Strand 2
Based on
Standard and
Strand 3
Based on
Standard and
Strand 4
Select CPI &
CPI Link
Select CPI &
CPI Link
Select CPI &
CPI Link
Select CPI &
CPI Link
Provide instruction
& document
activities and results
Provide instruction
& document
activities and results
Provide instruction
& document
activities and results
Provide instruction
& document
activities and results
One Piece of
Evidence
from
September 2 November 14, 2014
One Piece of
Evidence
from
September 2 November 14, 2014
One Piece of
Evidence
from
September 2 November 14, 2014
One Piece of
Evidence
from
December 8, 2014 February 13, 2015
One Piece of
Evidence
from
December 8, 2014 February 13, 2015
One Piece of
Evidence
from
December 8, 2014 February 13, 2015
2014-2015 NJ APA Teacher Training – Module II
One Piece of
Evidence
from
September 2 November 14, 2014
One Piece of
Evidence
from
December 8, 2014 February 13, 2015
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2014-2015 NJ APA Teacher Training – Module II
Contents of the Entry
 Each entry requires documentation (evidence) of student
performance of the skill stated in the CPI Link.
 Includes two different activities.
 Two pieces of evidence is the requirement for an entry.
 One piece of evidence from each activity.
 Evidence may come from classroom work, community-based
settings, or other places where student is working on gradelevel CPI Links.
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2014-2015 NJ APA Teacher Training – Module II
Contents of the Entry (continued)
 The first piece of evidence documents the initial, or very
early, performance of the CPI Link. This evidence must
capture what the student does/does not know related to
the CPI Link.
 This evidence must reflect the entire CPI Link in one activity,
and be collected between September 2 and November
14, 2014.
 In order for the CPI Link to be eligible for the student’s APA
entry, the accuracy score on the activity can not be above
39%.

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Additional information on scoring the evidence is included later
in the training.
2014-2015 NJ APA Teacher Training – Module II
Contents of the Entry (continued)
 The second piece of evidence documents final
performance of the CPI Link. This evidence should
capture what the student has learned related to the CPI
Link.
 This evidence should assess the same CPI Link using a
different instructional activity, and be collected between
December 8, 2014 and February 13, 2015.
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2014-2015 NJ APA Teacher Training – Module II
How are CPI Links Related
to the CCCS?
 Grade-level CPIs are the building block.
 Content Centrality establishes what concept must be assessed.
 Intent/Essence of the CPI
 Performance Centrality directs the level of skill statement.
 Complexity/difficulty
 APA CPI Link can be less complex than the grade-level CPI and/or
less difficult
 Three types of links––Matched, Near, and Far––reflect the degree
of complexity/difficulty when compared to the grade-level CPI.
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2014-2015 NJ APA Teacher Training – Module II
Grade Level
CPI
CPI Link
CPI 5.5.4A1 Identify the roles that organisms may serve in a food chain
Links
Near Links
Far Links
EssenceMatched
of the CPI:
Understand the role organisms
play in moving matter and energy
in a food web
Matched Link
 Identify organisms and
their roles in a food web
that includes the sun
 Explain how one
organism can be a part of
two different food webs
 Describe what happens
when an organism of a
food web is removed *
Near Link
 Classify organisms by
 Identify predators and prey*
whether they are herbivores,  Identify decomposers and
omnivores, or carnivores*
producers
 Label predators and prey
 Identify the type of food
within a food web*
herbivores, carnivores, and
 Build a simple food web
omnivores eat
 Label primary producers
and consumers within a
food web
Links
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Far Link
2014-2015 NJ APA Teacher Training – Module II
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2014-2015 NJ APA Teacher Training – Module II
CPI 5.5.4A1 Identify the roles that organisms may serve in a food chain
Essence of the CPI: Understand the role organisms play in moving matter and energy in a food web
Matched Link
 Identify organisms and
their roles in a food web
that includes the sun
 Explain how one
organism can be a part of
two different food webs
 Describe what happens
when an organism of a
food web is removed *
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Near Link
Far Link
 Classify organisms by
 Identify predators and prey*
whether they are herbivores,  Identify decomposers and
omnivores, or carnivores*
producers
 Label predators and prey
 Identify the type of food
within a food web*
herbivores, carnivores, and
 Build a simple food web
omnivores eat
 Label primary producers
and consumers within a
food web
2014-2015 NJ APA Teacher Training – Module II
Using the CPI Links—Where to Start?
CPI Links Content Guide and Five Items Resource
The CPI Links Content Guide and Five Items Resource documents should
be used as a companion to the CPI Links. It provides clarifications
concerning the content and skills contained in the CPI Links. The resource
guides are organized by grade.
What’s Included
 Content Guide
 Test Specifications
 A glossary of terms contained in the CPI Links
 Further clarifications concerning specific content, skills, and/or language
contained in the CPI Links
 “Five Items” Examples
 Examples that show what constitutes five items for certain links where that may not
be clear, for each standard
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2014-2015 NJ APA Teacher Training – Module II
How Do You Choose a CPI Link?
Decisions Are Based On:
The student’s grade
What the student already knows
How quickly the student learns
new information
High expectations for students
Initial level of prompts (if any)
needed for the student to succeed
How well the student performs on
the initial activity
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2014-2015 NJ APA Teacher Training – Module II
Decisions Are Not Based On:
 The student’s disability category
 Low expectations for students
 Student’s mode of
communication
 Supports needed by the student
to participate and perform in the
curriculum
Student Access to the CPI Links
 There are multiple ways to provide instruction.
 Choose modifications and supports based on the student’s
mode of communication and areas of strengths and needs.
 CPI Links were built based on the idea that any student can
participate in grade-level linked instruction and make
progress acquiring the skills when given appropriate supports
and modifications.
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2014-2015 NJ APA Teacher Training – Module II
Accessing the CPI Links for All Students
 George is in 12th grade.
 He reads using pictures and sight words.
 He needs significant time to learn new information.
 He prefers to be independent.
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2014-2015 NJ APA Teacher Training – Module II
Far Link 5.10.12B2
Classify positive and negative ways humans affect the environment*
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2014-2015 NJ APA Teacher Training – Module II
Accessing the CPI Links for All Students
 Sarah is in 12th grade.
 She uses picture symbols to read.
 She often needs gestural prompts to help her answer questions.
 She has a strong understanding of weather related occurrences.
 .
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2014-2015 NJ APA Teacher Training – Module II
Near Link 5.10.12A1 Explain the effect of naturally occurring processes on the
environment of NJ*
Sarah followed along while the teacher read the text. She dictated her answers to her
teacher who used Writing with Symbols to scribe her answer.
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2014-2015NJ APA Teacher Training – Module II
Using the CPI Links for Instruction




CPI Links should not be used in isolation.
Read the Standard and Strand for the overall concept.
Read the CPI and Essence.
Make sure instruction is within the Essence of the Standard,
Strand, CPI and CPI Link.
 Evidence of instruction on a CPI Link will be scored not only on the
discrete skills contained within the Link but also within the Essence of
the standard, strand, and CPI
 For example, 5.6.4A3 is a standard with a Far link that states
“Identify examples of water in solid, liquid, and gaseous
states*”. The evidence must assess the student’s ability to identify
examples of water understanding that matter can exist as a solid,
liquid, or gas.
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2014-2015 NJ APA Teacher Training – Module II
How to Complete the
Online Entry Cover Sheet
Things to
Remember
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2014-2015 NJ APA Teacher Training – Module II
2014-2015
To complete the Entry Sheet
online, you will be asked to
select information from dropdown menus. After you have
made your selections, the
system will auto-populate the
information into the Entry
Cover Sheet form.
The NJ APA online Entry
Cover Sheet is found on the
NJ APA Questar website at:
https://njservicepoint.questarai.com/N
Jxx01_Documentation.aspx
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2014-2015 NJ APA Teacher Training – Module II
2014-2015
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2014-2015 NJ APA Teacher Training – Module II
2014-2015
2014-
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2014-2015 NJ APA Teacher Training – Module II
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2014-2015 NJ APA Teacher Training – Module II
Entry Cover
Sheet:
Description
of Activities
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2014-2015 NJ APA Teacher Training – Module II
What Should Be Included in the Description of
Activities on the Entry Cover Sheet
When writing the description of an activity be sure to
 Restate the skill being assessed;
 Describe the types of materials used (table of insulators and
conductors; type of science experiment);
 Describe how the student accessed the information;
 Describe how the student demonstrated performance of the skill;
and
 Explain if/when scribing is used and how.
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2014-2015 NJ APA Teacher Training – Module II
Writing an Activity Description for
the Entry Cover Sheet
CPI 5.10.12A1 Near Link
Compare and contrast human impact versus naturally occurring processes on the
environment
Evidence collected between September2, 2014 and November 14, 2014
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2014-2015 NJ APA Teacher Training – Module II
What Should Not Be Included in the Description of
Activities on the Entry Cover Sheet
 Behavior of the student
 e.g., “Student refused to choose an answer.”
 Feelings of the student
 e.g., “Student loved this activity/hated this activity.”
 Scores for accuracy and independence
 Scores must be written on the actual student work, not the Entry
Cover Sheet
 Supports or help provided for skills not related to the CPI Link
 e.g., “After the student chose the correct answer, she needed help
placing the picture on the line.”
 e.g., “Student needed repeated directions to stay on task.”
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2014-2015 NJ APA Teacher Training – Module II
Entry Cover Sheet
After you have entered all
the required information,
including Activity
Descriptions, clicking the
Submit button on the
bottom of the screen will
bring up a PDF of the Entry
Cover Sheet Form.
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2014-2015 NJ APA Teacher Training – Module II
Review
Information to answer these questions is found throughout
Modules I and II of the training. You may go back to any part of
the training or to the 2014-2015 Procedures Manual to find the
answers.You should not continue with the training until you
can answer all of these questions correctly.
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2014-2015 NJ APA Teacher Training – Module II
Review (continued)
CPI 5.5.4A1 Identify the roles that organisms may serve in a food chain
Essence of the CPI: Understand the role organisms play in moving matter and energy in a food
web
Matched Link
Near Link
Far Link
 Identify organisms and
their roles in a food web
that includes the sun
 Explain how one
organism can be a part
of two different food
webs
 Describe what happens
when an organism of a
food web is removed *
 Classify organisms by
 Identify predators and prey*
whether they are
 Identify decomposers and
herbivores, omnivores, or
producers
carnivores*
 Identify the type of food
 Label predators and prey
herbivores, carnivores, and
within a food web*
omnivores eat
 Build a simple food web
 Label primary producers
and consumers within a
food web
Using the CPI and Links above, answer the following questions:
1.How many different Far Links are there?
2.How many different Near Links are there?
3.What is the essence of the CPI?
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2014-2015 NJ APA Teacher Training – Module II
Review (continued)
4. May a student have a combination of Near, Far, and Matched links
within one portfolio?
5.May a student have a combination of Near, Far, or Matched links
within one entry of the portfolio?
6.Is it important to read the CPI and Essence when designing
instruction and assessment? If so, why?
7. What type of information should not be included in the activity
description?
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2014-2015 NJ APA Teacher Training – Module II
Review Modules I and II Answers
1.
2.
3.
4.
5.
6.
7.
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3
4
Understand the role organisms play in moving matter and energy in a
food web
Yes.
No. The same link must be assessed on both pieces of evidence within
a single entry.
Yes. Links, CPIs, and Essence statements work together to lead to an
understanding of the grade-level standard at a modified level. Work
that does not lead to the Essence will score a zero for all dimensions.
Information about the student’s behavior or willingness to participate
in the activity should not be included on the Entry Cover Sheet.
Scores for Accuracy and Independence must be included on the evidence
and do not belong on the Entry Cover Sheet.
2014-2015 NJ APA Teacher Training – Module II

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