Constructing and Evaluating a Validation Argument for a Next-Generation Alternate Assessment

Clark, Amy K.; Karvonen, Meagan

doi:10.1080/10627197.2019.1702463

Cited by 5 publications

(5 citation statements)

References 18 publications

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“…Traditional assessment methods, often discipline-specific, may fall short in capturing the interdisciplinary skills and knowledge that educators aim to instill in students (Clark & Turner, 2020). This misalignment between assessment methods and learning objectives can hinder the accurate measurement of students' interdisciplinary competencies.…”

Section: Assessment and Evaluation Difficulties In Interdisciplinary ...mentioning

confidence: 99%

“…CoPs create a supportive environment for educators to share experiences, resources, and challenges, fostering a sense of community and enhancing collaboration (Turner & Harris, 2021). Another effective practice is to integrate interdisciplinary committees into the institutional structure, ensuring they have representation and support from leadership (Clark et al, 2020). Institutional backing provides committees with the legitimacy and resources needed to drive meaningful change in curriculum development and educational practices.…”

Section: Introduction Of Interdisciplinary Committees and Collaborati...mentioning

confidence: 99%

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Implementing Interdisciplinary Teaching Approaches: Challenges and Strategies in Teacher Education under NEP 2020

2024

IJFMR

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Section: Assessment and Evaluation Difficulties In Interdisciplinary ...mentioning

confidence: 99%

Section: Introduction Of Interdisciplinary Committees and Collaborati...mentioning

confidence: 99%

Implementing Interdisciplinary Teaching Approaches: Challenges and Strategies in Teacher Education under NEP 2020

2024

IJFMR

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“…The DLM CPD Taxonomy also has potential for use in other assessment design research. For example, in cognitive labs evaluating students' interactions with items (e.g., Karvonen et al, 2020), the items could be selected to include a range of CPD levels and student response data analyzed for evidence of use of the intended CPD. Furthermore, such cognitive labs would provide an opportunity for students to engage in think aloud processes that may reveal more about their response and approach to selecting a response than is possible through traditional item analysis.…”

Section: Applications Of the Dynamic Learning Maps Cognitive Processing Dimension Taxonomy: Opportunities And Challengesmentioning

confidence: 99%

Opportunities and Challenges of Applying Cognitive Process Dimensions to Map-Based Learning and Alternate Assessment

2021

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In education, taxonomies that define cognitive processes describe what a learner does with the content. Cognitive process dimensions (CPDs) are used for a number of purposes, such as in the development of standards, assessments, and subsequent alignment studies. Educators consider CPDs when developing instructional activities and materials. CPDs may provide one way to track students’ progress toward acquiring increasingly complex knowledge. There are a number of terms used to characterize CPDs, such as depth-of-knowledge, cognitive demand, cognitive complexity, complexity framework, and cognitive taxonomy or hierarchy. The Dynamic Learning Maps (DLM™) Alternate Assessment System is built on a map-based model, grounded in the literature, where academic domains are organized by cognitive complexity as appropriate for the diversity of students with significant cognitive disabilities (SCD). Of these students, approximately 9% either demonstrate no intentional communication system or have not yet attained symbolic communication abilities. This group of students without symbolic communication engages with and responds to stimuli in diverse ways based on context and familiarity. Most commonly used cognitive taxonomies begin with initial levels, such as recall, that assume students are using symbolic communication when they process academic content. Taxonomies that have tried to extend downward to address the abilities of students without symbolic communication often include only a single dimension (i.e., attend). The DLM alternate assessments are based on learning map models that depict cognitive processes exhibited at the foundational levels of pre-academic learning, non-symbolic communication, and growth toward higher levels of complexity. DLM examined existing cognitive taxonomies and expanded the range to include additional cognitive processes that demonstrate changes from the least complex cognitive processes through early symbolic processes. This paper describes the theoretical foundations and processes used to develop the DLM Cognitive Processing Dimension (CPD) Taxonomy to characterize cognitive processes appropriate for map-based alternate assessments. We further explain how the expanded DLM CPD Taxonomy is used in the development of the maps, extended standards (i.e., Essential Elements), alternate assessments, alignment studies, and professional development materials. Opportunities and challenges associated with the use of the DLM CPD Taxonomy in these applications are highlighted.

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“…While their use originated in the program evaluation literature (e.g., Patton, 1989), programs have adopted theories of action for state accountability systems (Marion et al, 2016), educator development (Graziano et al, 2017), assessment systems (e.g., Bennett, 2010;Sireci, 2015), and assessment types (Council of Chief State School Officers, 2018;Gholson and Guzman-Orth, 2019). Theories of action are also used in assessment validation; claims in the theory of action are evaluated by collecting evidence to determine the extent to which they are supported and defensible (Chalhoub-Deville, 2016;Clark and Karvonen, 2020).…”

Section: Theory Of Action For Instructionally Embedded Systemmentioning

confidence: 99%

“…Specifically, we detail the logical argument for the claims and causal mechanisms in the theory of action and cite relevant literature to demonstrate the rationale for their inclusion so others can draw from it. Empirical evidence evaluating the validity argument is beyond the scope of this article (Clark and Karvonen, 2020).…”

Section: Theory Of Action For Instructionally Embedded Systemmentioning

confidence: 99%

Instructionally Embedded Assessment: Theory of Action for an Innovative System

Clark

Karvonen

2021

Front. Educ.

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Policy shifts in the United States are beginning to reduce the emphasis on using statewide assessment results primarily for accountability and teacher evaluation. Increasingly, there are calls for and interest in innovative and flexible assessments that shift the purposes of assessment and use of results toward instructional planning and student learning. Under the Innovative Assessment Demonstration Authority, some states are exploring options for replacing traditional large-scale summative assessments with innovative measures. However, many of these programs are still in early phases of planning and research and have not yet fully articulated how the innovative system achieves desired outcomes. This conceptual paper presents an argument in the form of a theory of action for a flexible and innovative assessment system already in operational use. The system replaces traditional summative assessments with large-scale through-year Instructionally Embedded assessments. We describe the components of the theory of action, detailing the theoretical model and supporting literature that illustrate how system design, delivery, and scoring contribute to the intended outcomes of teachers using assessment results to inform instruction and having higher expectations for student achievement, in addition to accountability uses. We share considerations for others developing innovative assessment systems to meet stakeholders’ needs.

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Constructing and Evaluating a Validation Argument for a Next-Generation Alternate Assessment

Cited by 5 publications

References 18 publications

Implementing Interdisciplinary Teaching Approaches: Challenges and Strategies in Teacher Education under NEP 2020

Implementing Interdisciplinary Teaching Approaches: Challenges and Strategies in Teacher Education under NEP 2020

Opportunities and Challenges of Applying Cognitive Process Dimensions to Map-Based Learning and Alternate Assessment

Instructionally Embedded Assessment: Theory of Action for an Innovative System

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