CMT-CAPT Skills Checklist Technical Manual. - NAAC

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Language ArtsThe alignment analysis for grade three indicated that categorical concurrence, depth ofknowledge, range of knowledge, and the balance of representation criteria were clearly metwith respect to each of the four standards.Table 3Grade 3: Summary of Attainment of Acceptable Alignment Levels onFour Content Focus CriteriaStandards1 - Reading andResponding2 - Exploring andResponding to Literature3 - Communicating withOthers4 - English LanguageConventions/WritingCategoricalConcurrenceAlignment CriteriaDepth-of-KnowledgeConsistencyRange ofKnowledgeBalance ofRepresentationYES YES YES YESYES YES YES YESYES YES YES YESYES YES YES YESThe alignment analysis for grade four indicated that categorical concurrence, depth ofknowledge, range of knowledge, and the balance of representation criteria were met withrespect to virtually all of the four standards.Table 4Grade 4: Summary of Attainment of Acceptable Alignment Levels onFour Content Focus CriteriaStandards1 - Reading andResponding2 - Exploring andResponding to Literature3 - Communicating withOthers4 - English LanguageConventions/WritingCategoricalConcurrenceAlignment CriteriaDepth-of-KnowledgeConsistencyRange ofKnowledgeBalance ofRepresentationYES YES YES YESYES NO YES YESYES YES YES YESYES YES YES YES60
The alignment analysis for grade five indicated that categorical concurrence, range ofknowledge, and the balance of representation criteria were clearly met with respect to each ofthe four standards. The depth of knowledge factor showed mixed results.Table 5Grade 5: Summary of Attainment of Acceptable Alignment Levels onFour Content Focus CriteriaStandards1 - Reading andResponding2 - Exploring andResponding to Literature3 - Communicating withOthers4 - English LanguageConventions/WritingCategoricalConcurrenceAlignment CriteriaDepth-of-KnowledgeConsistencyRange ofKnowledgeBalance ofRepresentationYES YES YES YESYES NO YES YESYES YES YES YESYES WEAK YES YESThe alignment analysis for grade six indicated that categorical concurrence, depth ofknowledge, range of knowledge, and the balance of representation criteria was met withrespect to each of the four standards.Table 6Grade 6: Summary of Attainment of Acceptable Alignment Levels onFour Content Focus CriteriaStandards1 - Reading andResponding2 - Exploring andResponding to Literature3 - Communicating withOthers4 - English LanguageConventions/WritingCategoricalConcurrenceAlignment CriteriaDepth-of-KnowledgeConsistencyRange ofKnowledgeBalance ofRepresentationYES YES YES YESYES NO YES YESYES YES YES YESYES WEAK YES YES61
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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
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 and 96: Other Level 3 activities include dr
Page 97: Objective 2.1.a.Construct polygons
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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