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Module II

Module II. APA Test Design CPI Links and Contents of an Entry. 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. 1. APA.

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Module II

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  1. Module II APA Test Design CPI Links and Contents of an Entry 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. 1

  2. APA What will this portfolio look like? What are the required components? 2014-2015 NJ APA Teacher Training - Module II

  3. 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. 3 2014-2015 NJ APA Teacher Training – Module II

  4. 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. 2014-2015 NJ APA Teacher Training – Module II 4

  5. 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 Test Design Example - Science 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. 5 2014-2015 NJ APA Teacher Training – Module II

  6. 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. 2014-2015 NJ APA Teacher Training – Module II

  7. 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 2014-2015 NJ APA Teacher Training – Module II 7

  8. When Do I Collect Evidence? • 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. 2014-2015 NJ APA Teacher Training – Module II 8

  9. Four Science Entries Entry Two Entry Three Entry Four Entry One Based on Standard and Strand 1 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 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 One Piece of Evidence from December 8, 2014 - February 13, 2015 2014-2015 NJ APA Teacher Training – Module II

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  11. 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 grade-level CPI Links. 11 2014-2015 NJ APA Teacher Training – Module II

  12. Contents of the Entry (continued) • The first piece of evidencedocuments 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%. • Additional information on scoring the evidence is included later in the training. 12 2014-2015 NJ APA Teacher Training – Module II

  13. Contents of the Entry (continued) • The second piece of evidencedocuments 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. 2014-2015 NJ APA Teacher Training – Module II

  14. 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. 14 2014-2015 NJ APA Teacher Training – Module II

  15. CPI Link Grade Level CPI Matched Links Near Links Far Links Links 2014-2015 NJ APA Teacher Training – Module II

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  18. 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 2014-2015 NJ APA Teacher Training – Module II

  19. How Do You Choose a CPI Link? 2014-2015 NJ APA Teacher Training – Module II

  20. 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. 2014-2015 NJ APA Teacher Training – Module II

  21. 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. 2014-2015 NJ APA Teacher Training – Module II

  22. Far Link 5.10.12B2 Classify positive and negative ways humans affect the environment* 2014-2015 NJ APA Teacher Training – Module II

  23. 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. • . 2014-2015 NJ APA Teacher Training – Module II

  24. 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. 2014-2015NJ APA Teacher Training – Module II

  25. 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. 2014-2015 NJ APA Teacher Training – Module II

  26. How to Complete theOnline Entry Cover Sheet Things to Remember 2014-2015 NJ APA Teacher Training – Module II

  27. 2014-2015 To complete the Entry Sheet online, you will be asked to select information from drop-down 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://nj-servicepoint.questarai.com/NJxx01_Documentation.aspx 2014-2015 NJ APA Teacher Training – Module II

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  31. Entry Cover Sheet: Description of Activities 2014-2015 NJ APA Teacher Training – Module II

  32. 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. 2014-2015 NJ APA Teacher Training – Module II

  33. 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 2014-2015 NJ APA Teacher Training – Module II

  34. What Should NotBe 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.” 2014-2015 NJ APA Teacher Training – Module II

  35. Entry Cover Sheet After you have entered all the required information, including Activity Descriptions, clicking the Submitbutton on the bottom of the screen will bring up a PDF of the Entry Cover Sheet Form. 2014-2015 NJ APA Teacher Training – Module II

  36. 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. 2014-2015 NJ APA Teacher Training – Module II

  37. Review(continued) • Using the CPI and Links above, answer the following questions: • How many different Far Links are there? • How many different Near Links are there? • What is the essence of the CPI? 2014-2015 NJ APA Teacher Training – Module II

  38. 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? 2014-2015 NJ APA Teacher Training – Module II

  39. Review Modules I and II Answers • 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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