CMT-CAPT Skills Checklist Technical Manual. - NAAC

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Summary and RecommendationsAn alignment analysis of Connecticut’s standards and assessment skills checklist for alternateassessment for grades 3 – 8, and 10 was conducted in January 2006. The alignment study wasconducted by six reviewers from within and outside the state. The reviewers utilizedstandards, goals and objectives provided by the Connecticut Department of Education andCMT/CAPT Skills Checklist instrument. Both mathematics and English language arts wereincluded as part of the alternate assessment alignment study. The three day institute used thewell regarded alignment method developed by Dr. Norman Webb and his research team at theUniversity of Wisconsin, Center for Educational Research.The study found that:• With few exceptions, the Skills Checklist is capturing the alignment with the contentstandards very well. The four major criteria – Categorical Concurrence (degree towhich standards and assessments address the same content categories); Depth ofKnowledge Consistency (degree to which the complexity of knowledge is required byboth the standards and the assessments); Range of Knowledge Correspondence (degreeto which a comparable span of knowledge expected of students by a standardcorresponds to comparable span of knowledge called for by the assessment items); andBalance of Representation (degree to which knowledge is distributed equally in bothstandards and assessments) – were all rated strongly.• The alignment across the four criteria was evident in both mathematics and languagearts.We recommend that the Connecticut Department of Education:• Review the specific detailed information provided in the technical volumes for each ofthe grades to determine which changes to the current test instruments might be needed.The sources of challenge and comments by the reviewers section may provide additionaluseful information to assessment and curriculum staff. This technical information mayalso be useful in informing test development committees and the staff that will beassembling future versions of the checklist instruments.68
ReferencesValencia, S. W., & Wixson, K. K. (2000). Policy-oriented research on literary standards andassessment. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.),Handbook of reading research: Vol. III. Mahwah, NJ: Lawrence Erlbaum.Webb, N. L. (1997). Criteria for alignment of expectations and assessments inmathematics and science education. Council of Chief State School Officers andNational Institute for Science Education Research Monograph No. 6. Madison:University of Wisconsin, Wisconsin Center for Education ResearchWebb, N.L. (2005). Web Alignment Tool (WAT) Training Manual. Council of ChiefState School Officers and the University of Wisconsin, Center for EducationalResearch.69
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DRAFT: October 19, 2006CONNECTICUT
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CMT/CAPT SKILLS CHECKLISTTECHNICAL
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SECTION I—OVERVIEW, BACKGROUND, A
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In addition, the purpose of Connect
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Thus, we - the public as well as ed
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assessment should provide similar i
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The Second Generation CMT/CAPT Skil
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Description of students and alterna
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from a variety of contexts or to co
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illustrates how to link all of the
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Table 2TOTAL DOWNWARD EXTENSIONS BY
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3. What contributes to understandin
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Orientation meetingIn early June 20
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Guided item development processIn t
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Who administers the Checklist?The C
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• Implications for the inclusion
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• a CD with the materials utilize
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Video recordings selected to serve
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Completing the CMT Skills Checklist
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Completing the CMT Skills Checklist
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The specific attestation in Section
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Database audit trackingAll student
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(A&EC), along with its sister compa
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Appendix C) approved the standard s
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identifies the student’s performa
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match between the test items for su
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Table 4Internal consistency (alpha)
Page 55 and 56: Table 6Internal consistency (alpha)
Page 57 and 58: APPENDIX ACMT/CAPT Skills Checklist
Page 59 and 60: Patricia MoranCharlene Tate Nichols
Page 61 and 62: CMT/CAPT Alternate Assessment Skill
Page 63 and 64: Bill WalkerBeth WenzelJoanne WhiteC
Page 65 and 66: Technical Advisory CommitteePeter B
Page 67 and 68: Table 1ITEM BY STRAND (STANDARD): M
Page 69 and 70: Table 3TOTAL POSSIBLE POINTS: MATH
Page 71 and 72: Table 5TOTAL DOWNWARD EXTENSIONS: L
Page 73 and 74: APPENDIX EExamples of Downward Exte
Page 75 and 76: B. Students interpret, analyze and
Page 77 and 78: PARAMETERS OF ITEMS (I.E., DOWNWARD
Page 79 and 80: APPENDIX GStandard Terminology41
Page 81 and 82: APPENDIX HCMT/CAPT Skills Checklist
Page 83 and 84: APPENDIX JAlignment Analysis of Con
Page 85 and 86: TABLE OF CONTENTSIntroduction......
Page 87 and 88: • Pamela Brucker, Southern Connec
Page 89 and 90: Mathematics Framework were reformat
Page 91 and 92: corresponding to a standard had to
Page 93 and 94: • Use punctuation marks correctly
Page 95 and 96: Other Level 3 activities include dr
Page 97 and 98: Objective 2.1.a.Construct polygons
Page 99 and 100: The alignment analysis for grade fi
Page 101 and 102: The alignment analysis for grade te
Page 103 and 104: The alignment analysis for grade fo
Page 105: The alignment analysis for grade ei
Page 109 and 110: Table 1`Language Arts: Reading and
Page 111 and 112: Table 3Standards by Performance by
Page 113 and 114: Table 5Connecticut Alternate Assess
Page 115 and 116: APPENDIX MLearner Characteristics I
Page 117 and 118: APPENDIX ORelating Items from the C
Page 119 and 120: 9/10-1 Activate prior knowledge, es
Page 121 and 122: APPENDIX PScope and Sequence Tables
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CMT-CAPT Skills Checklist Technical Manual. - NAAC

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