Alignment and Standard Setting: Interrogating Methodologies in Support of Instructional Utility

Session Type: Coordinated Paper Session

Abstract

Quenemoen & Thurlow (2019) wrote, “PLDs [performance level descriptors] are definitions of grade-to-grade expectations, and as such are essential resources in determining whether an individual student has received access—through specialized instruction and supports—to the same content and expectations as other students, whether based on general or alternate achievement expectations (p. 26).” At the heart of their argument is the notion that PLDs support equal access to the rigor of learning expectations because they illuminate the state standards. This notion centers in using principled assessment design (PAD) and an evidenced-based approach for developing PLDs. It requires item writing and alignment to PLDs, and perhaps standard setting methods that more fully rely on PLDs being accurate. For assessments to be instructionally useful they may need to clearly describe validated theories of learning. This suggests evidence must be collected, interrogated, and if the data is not optimal, PLDs or items may need to be refined over time. When differences exist between Range PLDs and item difficulty, assessment developers may need to determine a framework under which Range PLDs or items can or should be revised.

Sub Unit

• Individual Papers, Innovation Demonstrations, Coordinated Sessions, or Organized Discussions

Session Organizer

• Christina Schneider, Cambium Assessment

Individual Presentations

• Without Achievement Level Descriptors There Cannot Be Alignment - Ellen Forte, edCount, LLC

• Examining Test Score Interpretations on a Computer Adaptive Assessment for Alternate Assessment - Christina Schneider, Cambium Assessment; Jocelynn Pittman, Cambium Assessment; Matthew Gill, South Dakota Department of Education

• Refining Range ALDs: Bridging Predicted Learning Progressions with Empirical Insights - Karla Egan, EDMETRIC LLC; Melina Franklin, EdMetric, LLC

• Embedded Standard Setting Efficacy Under Different Item Alignment and Empirical Difficulty Conditions - Jing Chen, Cambium Assessment; Sangdon Lim, Cambium Assessment; Christina Schneider, Cambium Assessment

Discussant

• Susan Davis-Becker, ACS Ventures, LLC