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A newsletter about the Dynamic Learning Maps Alternate Assessment System May 2013 Claims, Conceptual Areas, and Essential Elements The Dynamic Learning Maps Alternate Assessment System (DLM-AAS) is a comprehensive assessment system being designed to support student learning and to more validly measure what students with significant cognitive disabilities know and can do. The DLM system uses a variant of evidence-centered design as the framework for designing the DLM-AAS. While evidence-centered design is multi-faceted, it starts with a set of claims regarding the important knowledge in the domains of interest (mathematics and English Language Arts) as well as an understanding of how that knowledge is acquired. Two sets of claims have been developed for DLM; a set each for mathematics and English Language Arts. The claims organize the content of the Dynamic Learning Map and Common Core Essential Elements (both created by the DLM Consortium) that are central to the DLM-AAS. Four claims each for English Language Arts and mathematics were identified. Together these claims encompass the conceptual and procedural knowledge we claim is important for students with significant cognitive disabilities to learn on their path to proficiency in English Language Arts (reading, writing, language, communication) and mathematics. Within each of the claims, the DLM Consortium has identified see Claims on page 2 Helpful Terms: Claims: statements of what we intend students to learn and the DLM assessment to measure Conceptual Areas: subareas of the claims that identify large areas of conceptually related skills The Dynamic Learning Map: a massive network of knowledge and skill development within mathematics and English Language Arts that reflects the research in each domain, plus the foundational skills that contribute to later domain-specific development Common Core Essential Elements: specific statements of knowledge and skills that are linked to the grade-level specific expectations in the Common Core State Standards. Essential Elements build a bridge from the Common Core State Standards to expectations for students with the most significant cognitive disabilities. Claims & Conceptual Areas: • Organize the content of the Dynamic Learning Map and the Common Core Essential Elements • Communicate our goals for student learning • Provide a framework for organizing teaching and learning both within and across grades About Us: The Dynamic Learning Maps Alternate Assessment System Consortium is made up of 15 states and additional partner agencies developing the Dynamic Learning Maps Alternate Assessment System, a computer-based assessment for the 1 percent 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 percent population. DLM member states are involved during every phase of DLM-AAS development. DLM Consortium States Illinois • Iowa • Kansas Michigan • Mississippi Missouri • New Jersey North Carolina • Oklahoma Utah • Vermont Virginia • Washington West Virginia • Wisconsin
Object Description
Okla State Agency |
Education, Oklahoma State Department of |
Okla Agency Code |
'265' |
Title | Dynamic learning maps, 05/2013 |
Authors |
University of Kansas. Center for Educational Testing and Evaluation. |
Publication Date | 2013-05 |
Publication type | Newsletter |
Purpose | Claims, Conceptual Areas, and Essential Elements; |
For all issues click |
E1935.6 D997l |
Digital Format | PDF, Adobe Reader required |
ODL electronic copy | Downloaded from agency website: http://ok.gov/sde/sites/ok.gov.sde/files/DLM%20Newsletter%20May%202013.pdf |
Rights and Permissions | This Oklahoma state government publication is provided for educational purposes under U.S. copyright law. Other usage requires permission of copyright holders. |
Date created | 2013-06-04 |
Date modified | 2013-06-04 |
OCLC number | 890224012 |
Description
Title | DLM Newsletter May 2013 1 |
Full text | A newsletter about the Dynamic Learning Maps Alternate Assessment System May 2013 Claims, Conceptual Areas, and Essential Elements The Dynamic Learning Maps Alternate Assessment System (DLM-AAS) is a comprehensive assessment system being designed to support student learning and to more validly measure what students with significant cognitive disabilities know and can do. The DLM system uses a variant of evidence-centered design as the framework for designing the DLM-AAS. While evidence-centered design is multi-faceted, it starts with a set of claims regarding the important knowledge in the domains of interest (mathematics and English Language Arts) as well as an understanding of how that knowledge is acquired. Two sets of claims have been developed for DLM; a set each for mathematics and English Language Arts. The claims organize the content of the Dynamic Learning Map and Common Core Essential Elements (both created by the DLM Consortium) that are central to the DLM-AAS. Four claims each for English Language Arts and mathematics were identified. Together these claims encompass the conceptual and procedural knowledge we claim is important for students with significant cognitive disabilities to learn on their path to proficiency in English Language Arts (reading, writing, language, communication) and mathematics. Within each of the claims, the DLM Consortium has identified see Claims on page 2 Helpful Terms: Claims: statements of what we intend students to learn and the DLM assessment to measure Conceptual Areas: subareas of the claims that identify large areas of conceptually related skills The Dynamic Learning Map: a massive network of knowledge and skill development within mathematics and English Language Arts that reflects the research in each domain, plus the foundational skills that contribute to later domain-specific development Common Core Essential Elements: specific statements of knowledge and skills that are linked to the grade-level specific expectations in the Common Core State Standards. Essential Elements build a bridge from the Common Core State Standards to expectations for students with the most significant cognitive disabilities. Claims & Conceptual Areas: • Organize the content of the Dynamic Learning Map and the Common Core Essential Elements • Communicate our goals for student learning • Provide a framework for organizing teaching and learning both within and across grades About Us: The Dynamic Learning Maps Alternate Assessment System Consortium is made up of 15 states and additional partner agencies developing the Dynamic Learning Maps Alternate Assessment System, a computer-based assessment for the 1 percent 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 percent population. DLM member states are involved during every phase of DLM-AAS development. DLM Consortium States Illinois • Iowa • Kansas Michigan • Mississippi Missouri • New Jersey North Carolina • Oklahoma Utah • Vermont Virginia • Washington West Virginia • Wisconsin |
Date created | 2013-06-04 |
Date modified | 2013-06-04 |