CMT-CAPT Skills Checklist Technical Manual. - NAAC

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assessment items/activities) are distributed among these objectives. The balance-ofrepresentationcriterion is used to indicate the degree to which one objective is given moreemphasis on the assessment than another. An index is used to judge the distribution ofassessment items. This index only considers the objectives for a standard that have at leastone hit—i.e., one related assessment item per objective. The index is computed byconsidering the difference in the proportion of objectives and the proportion of hits assignedto the objective. An index value of 1 signifies perfect balance and is obtained if the hits(corresponding items) related to a standard are equally distributed among the objectives forthe given standard. Index values that approach 0 signify that a large proportion of the hits areon only one or two of all of the objectives. Index values of .7 or higher indicate thatitems/activities are distributed among all of the objectives at least to some degree (e.g., everyobjective has at least two items) and is used as the acceptable level on this criterion. Indexvalues between .6 and .7 indicate the balance-of-representation criterion has only been“weakly” met.Source of ChallengeThe source-of-challenge criterion is only used to identify items on which the majorcognitive demand is inadvertently placed and is other than the targeted language arts skill,concept, or application. Cultural bias or specialized knowledge could be reasons for an item tohave a source-of-challenge problem. Such items may result in some students not answering anassessment item, or answering an assessment item incorrectly, or at a lower level, even thoughthey possess the understanding and skills being assessed. For example, an expository passageon bridge construction that requires specialized knowledge of forces and strength analysesbeyond what is described in the text could be considered as a source of challenge.FindingsThe alignment study utilized standards, goals, objectives provided by the ConnecticutDepartment of Education and the CMT/CAPT Checklist items. Standards are at the mostgeneral level, followed by goals and then objectives. To illustrate this relationship, considerthese ELA and mathematics examples from grade five.Standard 2:Goal 2.1:Objective 2.1.b.Exploring and Responding to Literature:Students recognize how literary devices and convention engage thereader.Read or listen to a text and explain its appeal==============================================================Standard 2:Goal 2.1:Geometry and Measurement:Geometric relationships can be use to describe polygons and solids.58
Objective 2.1.a.Construct polygons with manipulatives such as geoboards, tangramsand pattern blocks. Estimate and measure lengths, angles, perimeterand area.=============================================================Tables 1 and 2 present the numbers of standards, objectives, goals and assessment items thatthe six reviewers used in the Alternate Assessment alignment analysis.Table 1Numbers of Standards, Goals, Objectives and Assessment Items Used in the AlternateAssessment English Language Arts Alignment StudyGrade# ofstandards# of goals # ofobjectives# ofassessmentitems3 4 13 31 934 4 13 31 935 4 13 31 936 4 13 31 937 4 13 31 938 4 13 31 9310 4 13 31 93Table 2Numbers of Standards, Goals, Objectives and Assessment Items Used in the AlternateAssessment Mathematics Alignment StudyGrade# ofstandards# of goals # ofobjectives# ofassessmentitems3 4 12 21 634 4 13 20 605 4 13 20 606 4 13 20 607 4 10 16 488 4 9 13 3910 4 7 13 3959
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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
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 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: Other Level 3 activities include dr
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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