Module 4 Performance Tasks

2 months ago
Module 4 Performance Tasks.

English subtitle

Welcome to Module 4 of the WA-AIM Training
Series-Performance Tasks.
This module is intended to provide information
about the Access Point Frameworks.
Learners should leave this module understanding
what the Access Point Frameworks are and what
they may be used for.
The Performance Tasks are what is administered
to the student for each Access Point.
For each standard, there are three Performance
Tasks available, corresponding to each Access
Point level.
The Performance Tasks are posted by grade
level and will contain all Performance Tasks
for all contents for that grade level.
The Performance Tasks are grouped by grade
level.
Before administering the assessment, check
to ensure you have the right grade level set
AND the most current version.
Yearly, adjustments are made to the Performance
Tasks to help clarify the content.
The first page of all Performance Tasks contain
a suggested list of adaptations educators
should consider when administering the Performance
Tasks.
The last page of all Performance Tasks will
contain a Glossary of Terms.
Educators should review this list to ensure
they understand the concepts measured in the
assessment.
Throughout the Performance Tasks, users will
see these terms hyperlinked.
Following the Adaptations page, educators
will find the Performance Tasks.
The Performance Tasks are arranged with ELA
first, followed by math, and ending with science
where applicable.
Each standard begin with a table outlining
the standard and the three access points.
Following the Access Point Table, educators
will find the available Performance Tasks
for each Access Point in the following order:
More, Intermediate, and Less.
For each standard, the educators should review
the three access points and their related
performance tasks, and choose the performance
task that most closely matches your student’s
current skill level in that standard.
Each Performance Task is structured the same.
The top table will identify the standard,
grade, and access point for the Performance
Task.
In this example, the student is being measured
on the following skill: Student will identify
how two texts on the same topic agree.
The educator must administer five items to
the student to measure this skill.
The requirements and restrictions outline
what the boundaries and conditions of the
set of five administered items.
In the example showing, the educator must
administer five items that ask the student
to identify how two texts on the same topic
agree.
The five items must relate to pairs of texts
on the same topic, the source material must
be informational text, and if the items are
presented in a multiple-choice format, the
teacher must provide a minimum of three answer
choices.
Also showing is an example of a hyperlinked
glossary term.
The term, informational text is blue and underlined.
If the educator clicks on this word they will
be taken to the Glossary of Terms for the
definition.
Educators are encouraged to read all definitions
provided to ensure they understand foundational
components of the content.
Some, but not all, Performance Tasks will
also contain a Note to Teacher.
The Note to Teacher serves to clarify content,
expectations, and/or understanding of the
Performance Tasks.
The information provided in the note is obtained
from patterns in errors as observed by our
handscoring team.
The note may also serve to help the educator
define what constitutes “one item” in
context of the Performance Task.
Each Performance Task will come with at least
one example item and corresponding scoring
key.
Educators may use the example item(s) as part
of the five items for the Performance Tasks.
The intent of having educators create the
items is to allow the utmost flexibility in
presenting and soliciting student responses
to the items in the Performance Tasks.
Educators are encourage to adapt the items
to a format that most closely matches their
student’s unique learning and communication
style.
One the educator has determined the appropriate
access point.
for a student for each standard, the educator
will administer the appropriate Performance
Tasks.
If the student receives a score of 75% or
higher accuracy at the baseline measure, the
student must be administered the next highest
complexity Performance Task.
This does not apply to a student who receives
75% or higher on the More complex Performance
Task.
As a reminder, the purpose of the baseline
is to find the appropriate access point into
instruction on the standard.
Once baselines are obtained, educators will
provide a minimum of six weeks of standard
specific instruction.
Finally, the educator will re-administer the
Performance Task for the final assessment.
The final assessment performance is what the
educator will enter into the Data Collection
Platform to be score by our vendor’s handscoring
team.
For questions regarding the WA-AIM or administration
of the Performance Tasks, please contact Toni
Wheeler the OSPI Alternate Assessment Coordinator
at [email protected] or at [email protected]