Performance of Students With Significant Cognitive Disabilities on English Language Arts Alternate Assessments Based on Alternate Achievement Standards (AA-AAS) Item Suites of Graduated Complexity Using Evidence-Centered Design and Universal Design for Learning

• In Event: Broadly Conceptualizing Inclusion and Accommodation: A Survey of the Field

Abstract

This paper focuses on data from an EAG funded project-- the first to systematically design assessment items of graduated complexity in ELA linked to the Common Core State Standards (CCSS) for alternate assessments. Using ECD and UDL, target constructs were identified and construct irrelevant variance controlled. Item suites of three levels of complexity linked to CCSS in reading, writing, speaking and listening, and language were created so the very heterogeneous population of students with significant cognitive disabilities could participate meaningfully. The complexity of the items was varied manipulating DOK, measures of lexicon, and amount of scaffolding. Findings from analysis of performance data, IRT and DIF related to student, teacher, and item characteristics will be presented.

Authors

• Renee Cameto, SRI International

• Katherine M. Nagle, SRI International

• Christopher B. Sanford, SRI International

• Kathryn S. Morrison, SRI International