CMT-CAPT Skills Checklist Technical Manual. - NAAC

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ReferencesAmerican Educational Research Association, American Psychological Association, &National Council on Measurement in Education. (1999). Standards foreducational and psychological testing. Washington, DC: American EducationalResearch Association.Browder, D. Ahlgrim-Delzell, L., Flowers, C., Karvonen, M., Spooner, F., & Algozzine,R. (2005). How states implement alternative assessments for students withdisabilities: Recommendations for national policy. Journal of Disabilities PolicyStudies, 15, 209-220.Council of Chief State School Officers (2006). Handbook for developing alternateassessment technical adequacy (DAATA): producing documentation for states’alternate assessments for students with significant cognitive disabilities- finaldraft. Washington, DC: Council of Chief State School OfficersCronbach, L. (1951). Coefficient alpha and the internal structure of tests. Psychometrika,16, 297-334Gong, B. & Marion, S. (2006). Dealing with flexibility in assessments for students withsignificant cognitive disabilities. Dover, NH: National Center for theImprovement of Educational Assessments, Inc. Available at:htttp://www.nciea.org/publications/AERA_BGSM06.pdfIndividuals with Disabilities Education Act Amendments of 1997, 20 U.S.C. §1400 et seq.Individuals with Disabilities Education Improvement Act of 2004, Public Law 108-446.No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002)Quenemoen, R.F. & Thurlow, M.L. (2004, April). I say potato, you say potahto: AnAERA conference discussion paper. Paper presented at the 2004 annual meetingof the American Educational Research Association, San Diego, CA. Available at:http://education.umn.edu/nceo/Presentations/AERA2004QuenThur.pdfReeves, Douglas B. (2004). Making standards work. Englewood, CO. Center forPerformance Assessment.U.S. Department of Education. (2004). Standards and Assessments Peer ReviewGuidance: Information and Examples for Meeting Requirements of the No ChildLeft Behind Act of 2001.18
APPENDIX ACMT/CAPT Skills Checklist Advisory Committee19
Page 1 and 2:
DRAFT: October 19, 2006CONNECTICUT
Page 3 and 4:
CMT/CAPT SKILLS CHECKLISTTECHNICAL
Page 5 and 6: SECTION I—OVERVIEW, BACKGROUND, A
Page 7 and 8: In addition, the purpose of Connect
Page 9 and 10: Thus, we - the public as well as ed
Page 11 and 12: assessment should provide similar i
Page 13 and 14: The Second Generation CMT/CAPT Skil
Page 15 and 16: Description of students and alterna
Page 17 and 18: from a variety of contexts or to co
Page 19 and 20: illustrates how to link all of the
Page 21 and 22: Table 2TOTAL DOWNWARD EXTENSIONS BY
Page 23 and 24: 3. What contributes to understandin
Page 25 and 26: Orientation meetingIn early June 20
Page 27 and 28: Guided item development processIn t
Page 29 and 30: Who administers the Checklist?The C
Page 31 and 32: • Implications for the inclusion
Page 33 and 34: • a CD with the materials utilize
Page 35 and 36: Video recordings selected to serve
Page 37 and 38: Completing the CMT Skills Checklist
Page 39 and 40: Completing the CMT Skills Checklist
Page 41 and 42: The specific attestation in Section
Page 43 and 44: Database audit trackingAll student
Page 45 and 46: (A&EC), along with its sister compa
Page 47 and 48: Appendix C) approved the standard s
Page 49 and 50: identifies the student’s performa
Page 51 and 52: match between the test items for su
Page 53 and 54: Table 4Internal consistency (alpha)
Page 55: Table 6Internal consistency (alpha)
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 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 and 120:
9/10-1 Activate prior knowledge, es
Page 121 and 122:
APPENDIX PScope and Sequence Tables
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