CMT-CAPT Skills Checklist Technical Manual. - NAAC

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ALIGNMENT ANALYSIS OF CONNECTICUT’SLANGUAGE ARTS AND MATHEMATICS STANDARDSAND THE ALTERNATE ASSESSMENT CHECKLISTSSUMMARY REPORTASSESSMENT AND EVALUATION CONCEPTS INC.MARCH 200646
TABLE OF CONTENTSIntroduction........................................................... ……………………………………...3Purpose of the Alignment Study.............................................................................3The Review Process................................................................................................3The Connecticut Context………………………………………………………………...5Alignment Criteria Used For This Analysis......................................................................8Categorical Concurrence.........................................................................................8Depth-of-Knowledge Consistency..........................................................................8Range-of-Knowledge Correspondence .................................................................13Balance of Representation.....................................................................................13Source of Challenge ..............................................................................................14Findings...........................................................................................................................15Language ArtsGrade Three………………………………………………………………………..17Grade Four...……………………………………………………………………….17Grade Five................................................................................................................18Grade Six..................................................................................................................18Grade Seven.............................................................................................................19Grade Eight..............................................................................................................19Grade Ten................................................................................................................20MathematicsGrade Three………………………………………………………………………..21Grade Four...……………………………………………………………………….22Grade Five................................................................................................................22Grade Six..................................................................................................................23Grade Seven.............................................................................................................23Grade Eight..............................................................................................................24Grade Ten................................................................................................................24Summary and Recommendations....................................................................................25References.......................................................................................................................2647
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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
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 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: APPENDIX JAlignment Analysis of Con
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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