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A newsletter about the Dynamic Learning Maps Alternate Assessment System Dynamic Learning Maps Alternate Assessment System: Advancing Alternate Assessment October 2012 Highlights • Online and computer based • Created to assess students with significant cognitive disabilities • Individualized to adapt to student needs • Embedded assessments throughout the school year and stand-alone, summative (end-of-year) assessments • Assessment tasks model best instructional practices • Based upon a learning map (see page 2) • To be implemented during the 2014-2015 school year About Us: The Dynamic Learning Maps Alternate Assessment System Consortium is made up of 13 states and additional partner agencies developing the Dynamic Learning Maps Alternate Assessment System, a computer-based assessment for the 1% of the K-12 public school student population with significant cognitive disabilities for whom, even with accommodations, general state assessments are not appropriate. Led by the Center for Educational Testing and Evaluation at the University of Kansas, DLM is funded through a five-year-grant awarded in late 2010 by the U.S. Department of Education, Office of Special Education Programs. The assessment will be implemented during the 2014-2015 school year. The DLM Consortium is one of two multistate consortia to receive federal grants to create a next-generation alternate assessment linked to Common Core State Standards in math and English language arts for the 1% population. DLM member states are involved during every phase of DLM-AAS development. DLM Consortium States Iowa • Kansas • Michigan Mississippi • Missouri New Jersey • North Carolina Oklahoma • Utah • Virginia Washington • West Virginia Wisconsin Who are Students with Significant Cognitive Disabilities? Students with significant cognitive disabilities make up the 1% of the K-12 public school student population for whom, even with accommodations, general state assessments are not appropriate.Therefore, these students take an alternate assessment. They are a broad range of students with diverse disabilities and communications needs, and make up about 9% of all students with disabilities. The Dynamic Learning Maps Alternate Assessment System (DLM-AAS) is a comprehensive assessment system designed to more validly measure what students with significant cognitive disabilities know and can do. Until recently when federal laws mandated that all students be assessed, students with significant cognitive disabilities were not included in large-scale assessment. Furthermore, despite advances in technology, it has not been common practice to assess students within this population using a computer. DLM-AAS will mark the first time this student population is assessed using online, computer-based, large-scale state assessments. Based on research into how students learn and utilizing the latest advances in assessment technology, the DLM-AAS will be able to adapt to individual student needs based on the student’s personal profile. Also, the dynamic assessment technology will adapt to the student’s individual learning pattern during the assessment process and will select assessment tasks based on the student’s previous responses. Therefore, the system can adapt to the student’s skill level. Additionally, test content is linked to the Common Core State Standards, educational standards adopted by most states, through the Essential Elements that the DLM Consortium created, thereby allowing for comparable expectations and assessment measures. Future newsletters will provide more details about key features of the DLM-AAS.
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Title | DLM_Newsletter_October_2012 1 |
Full text | A newsletter about the Dynamic Learning Maps Alternate Assessment System Dynamic Learning Maps Alternate Assessment System: Advancing Alternate Assessment October 2012 Highlights • Online and computer based • Created to assess students with significant cognitive disabilities • Individualized to adapt to student needs • Embedded assessments throughout the school year and stand-alone, summative (end-of-year) assessments • Assessment tasks model best instructional practices • Based upon a learning map (see page 2) • To be implemented during the 2014-2015 school year About Us: The Dynamic Learning Maps Alternate Assessment System Consortium is made up of 13 states and additional partner agencies developing the Dynamic Learning Maps Alternate Assessment System, a computer-based assessment for the 1% of the K-12 public school student population with significant cognitive disabilities for whom, even with accommodations, general state assessments are not appropriate. Led by the Center for Educational Testing and Evaluation at the University of Kansas, DLM is funded through a five-year-grant awarded in late 2010 by the U.S. Department of Education, Office of Special Education Programs. The assessment will be implemented during the 2014-2015 school year. The DLM Consortium is one of two multistate consortia to receive federal grants to create a next-generation alternate assessment linked to Common Core State Standards in math and English language arts for the 1% population. DLM member states are involved during every phase of DLM-AAS development. DLM Consortium States Iowa • Kansas • Michigan Mississippi • Missouri New Jersey • North Carolina Oklahoma • Utah • Virginia Washington • West Virginia Wisconsin Who are Students with Significant Cognitive Disabilities? Students with significant cognitive disabilities make up the 1% of the K-12 public school student population for whom, even with accommodations, general state assessments are not appropriate.Therefore, these students take an alternate assessment. They are a broad range of students with diverse disabilities and communications needs, and make up about 9% of all students with disabilities. The Dynamic Learning Maps Alternate Assessment System (DLM-AAS) is a comprehensive assessment system designed to more validly measure what students with significant cognitive disabilities know and can do. Until recently when federal laws mandated that all students be assessed, students with significant cognitive disabilities were not included in large-scale assessment. Furthermore, despite advances in technology, it has not been common practice to assess students within this population using a computer. DLM-AAS will mark the first time this student population is assessed using online, computer-based, large-scale state assessments. Based on research into how students learn and utilizing the latest advances in assessment technology, the DLM-AAS will be able to adapt to individual student needs based on the student’s personal profile. Also, the dynamic assessment technology will adapt to the student’s individual learning pattern during the assessment process and will select assessment tasks based on the student’s previous responses. Therefore, the system can adapt to the student’s skill level. Additionally, test content is linked to the Common Core State Standards, educational standards adopted by most states, through the Essential Elements that the DLM Consortium created, thereby allowing for comparable expectations and assessment measures. Future newsletters will provide more details about key features of the DLM-AAS. |
Date created | 2013-05-23 |
Date modified | 2013-05-23 |