CMT-CAPT Skills Checklist Technical Manual. - NAAC

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Board of Education approved a revised Mathematics Framework in September, 2005, after thesecond generation of the CMT/CAPT Skills Checklist had been completed. To connect Checklistitems to the approved 2005 Mathematics Curriculum Framework an additional link is providedfollowing each Expected Performance statement on the mathematics scope and sequence tablediscussed in the previous paragraph. To illustrate, the Expected Performance item that isidentified as item 9/10-1 on the mathematics scope and sequence table in Appendix Q reads asfollows:9/10-1 Identify, describe, create and generalize numerical andspatial patterns with tables, graphs, words, and symbolic rules.9-12:1.1a (1)The link at the end of this item, 9-12:1.1a (1), directs the reader to the equivalent item in theapproved 2005 Mathematics Curriculum Framework. In the approved Framework this ExpectedPerformance statement appears as follows:Studentsshould…9-12 CoreALGEBRAIC REASONING: PATTERNS AND FUNCTIONSPatterns and functional relationships can be represented and analyzed usinga variety of strategies, tools and technology.How do patterns and functions help us describe data and physicalphenomena and solve a variety of problems?PerformanceStandardsExpected Performances1.1 Understandand describepatterns andfunctionalrelationships.a. Describe relationships andmake generalizations aboutpatterns and functions.(1) Identify, describe, create and generalizenumeric, geometric, and statistical patternswith tables, graphs, words, and symbolicrules.(2) Etc.Note: in some instances an Expected Performance from the draft 2004 Framework was split into twoor more separate Expected Performances in the approved 2005 Mathematics Curriculum Framework.For these items a link is provided for each location in the approved 2005 Framework.Each Expected Performance statement in the Mathematics section of the Checklist can besimilarly linked to the approved 2005 Mathematics Framework by using the links following eachitem on the scope and sequence table in Appendix Q.114
APPENDIX PScope and Sequence TablesLanguage Arts Performance Standards Utilized in theDevelopment of the CMT/CAPT Skills Checklist Second Edition115
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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)
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Table 6Internal consistency (alpha)
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APPENDIX ACMT/CAPT Skills Checklist
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Patricia MoranCharlene Tate Nichols
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CMT/CAPT Alternate Assessment Skill
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Bill WalkerBeth WenzelJoanne WhiteC
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Technical Advisory CommitteePeter B
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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 and 106: The alignment analysis for grade ei
Page 107 and 108: ReferencesValencia, S. W., & Wixson
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: 9/10-1 Activate prior knowledge, es
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