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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
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Evidence-centered Design andUniversal 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 demonstrationusing 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 studentswithin the population.
Cognitive Background AKSAs and Variable Features Used to Support Them Based on SRI International Work with NCSC
AKSAs Associated with Cognitive and Executive Functioning UDL Categories and Variable Features
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."
Sample Item -- 2 Test Administrator (TA) --"You are going find what ordered pair was used to plot this point <TA points to point (2,4) on graph>. First follow the line down to the x-axis <TA draws a straight line with a ruler from the point (2,4) down to the point (2,0)>. This number two <points to the 2 on the x-axis> 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 <TA draws a straight line with the ruler from the point (2,4) across to the point (0,4)>. 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 writes '4' in the ordered pair template>." 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 <TA points to the point>?" A. "one, three" B. "two, four or" C. "three, one?"
AKSAs Associated with Cognitive and Executive Functioning UDL Categories and Variable Features
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)
