Virginia Alternate Assessment Program Collection of Evidence

1
Virginia Alternate Assessment ProgramCollection
of Evidence

• Virginia Department of Education
• 2007-2008 Alternate Assessment Administrators
  Update Workshop
• September 2007

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Virginia Alternate Assessment Program

• The Virginia Alternate Assessment Program
  (VAAP) is designed to evaluate performance of
  students with significant cognitive disabilities.

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Virginia Alternate Assessment Program

• The VAAP is available to students in grades 3
  through 8 and students in grade 11 who are
  working on academic standards that have been
  reduced in complexity and depth.

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Beginning the Collection Process

• Teachers must have a clear knowledge and
  understanding of the Aligned Standards of
  Learning (ASOL) being assessed.
• Use the curriculum framework as resource for the
  essential skills and knowledge required in each
  standard. This resource is located at
• http//www.ttaconline.com/staff/assessment/vaap_re
  s_asol.asp

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Various Types of Evidence

• Various forms of evidence can be demonstrated
  under the direct supervision of a teacher or
  other school personnel.

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Various Types of Evidence

• Evidence may consist of, but is not limited to
• Work Samples
• Audiotape
• Videotape
• Anecdotal Records
• Interviews
• Charts/Graphs
• Captioned Photographs

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Work Samples

• Should demonstrate that the student was able to
  complete the work independently
• May include worksheets, tests, quizzes, etc
• Should address all the concepts stated in the ASOL

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Videotape/Audiotape

• Should contain only student- generated work.
• Teachers or other school personnel are permitted
  to be on the videotape/audiotape to ask questions
  or support the student, but responses should be
  the students alone.

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Safeguards for Media

• Videotape
• A signed release form that grants permission to
  use students photographs and record their images
  is required before including a video in the
  collection of evidence.
• If a video is used for multiple standards,
  include a list using the counter.
• For Example
• Math ASOL E-RW1 001-030Math ASOL E-RC1
  045-100

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Safeguards for Media

• Audiotape
• Audiotapes containing more than one voice should
  indicate the segments for which belongs to the
  student.
• State the ASOL number and description on the tape
  prior to the portion of the tape with the student
  evidence.
• If the audiotape is used for multiple standards
  include a brief list using the counter.
• For Example
• Mathematics ASOL M-NS3 001-005
• Mathematics ASOL M- CE1 020-050

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Anecdotal Records

• Are on-going logs of student performance.
• Should state exactly in objective and measurable
  terms the level of achievement demonstrated by
  the students for the given ASOL.

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Anecdotal Records

• Include the date of performance, a description of
  the observed skill or procedure, and the
  students level of achievement.

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Anecdotal Records

• Observation should be carefully planned to
  ensure that the student has the best opportunity
  to demonstrate his or her skill and knowledge
• Confirmation of student accuracy or performance

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Interviews

• Format should be precise and concise in design to
  afford the student the best opportunity to
  demonstrate what he/she understands about the
  ASOL addressed.
• Interview questions should be prepared in advance
  to ensure that the ASOL content is completely
  addressed.

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Interviews

• Interviews may be videotaped or submitted as a
  written document.
• Confirmation of accuracy by teacher/school
  personnel.

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Charts/Graphs

• Must contain specific information relating to the
  students skills and knowledge.
• Caution a chart or graph that simply indicates a
  students level of progress on a specific skill
  may not provide enough information to rate the
  students knowledge of the skill.

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Captioned Photographs

• Captioned statements should explain the knowledge
  and/or skill demonstrated in the photograph.
• Clearly indicate the student addressing the ASOL.

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Submission of Evidence

• All the evidence submitted for the VAAP must be
  solely that of the student
• Evidence submitted should be appropriate to the
  specific ASOL being assessed.
• Evidence is rated on Quality -based evidence and
  not Quantity-based

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Collection of Evidence Components

• Collection of Evidence must contain the following
  components
• An Affidavit of Student Performance
• All locally required documentation
• ASOL Cover Sheet
• Evidence that demonstrates student performance

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Questions

• For Further information, contact
• Division of Student Assessment and School
  Improvement
• [phone]