Interactive Quiz on Through-Year Assessment Program Frameworks

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Knowledge Check Through-year assessment programs are meant to support multiple inferences about students in service of multiple intended purposes and uses. Logic and evidence must be developed and gathered to support these inferences and uses. Which framework is useful in characterizing the inputs, actions, and outcomes of the through-year program? 1 An interpretive & validity argument, following Kane (2006) provides the logic and evidence around the inferences made about what students know and can do. Interpretive & Validity Argument A A theory of action is a tool that helps characterize the how and what of a program. Since through-year programs are adopted to do something else in addition to providing annual determinations, clarifying how the program is meant to achieve this something else is critical. Theory of Action B Instructions Next Question Instructions Next Question

Knowledge Check Which of the following design elements is the most consequential in terms of its impact on every other aspect of through-year design? 2 Aggregation methods are limited by choices in content structure, but one approach content structure can likely support multiple approaches to aggregation. Aggregation Methods A Administration is generally defined by the content structure and aggregation approach, although choices made about administration also inform and shape specifics about the content structure and aggregation method Administration B The content structure of the through-year impacts almost every other design decision. Content Structure C Previous Question Next Question Previous Question Next Question

Knowledge Check Which of the following designs for content structures is the most difficult in supporting claims about student performance at the end of the year? 3 This design involves numerous assessment modules, each of which covers an individual standard. The only way this kind of content structure can support an end of year claim is if the modules are administered at or near the end of the year, or if strong statistical assumptions are made. Modular Standards Design A This design provides the most direct support to end of year claims, as it generally involves an assessment module given at the end of the year that assesses the full content domain. Modular Full-Domain Design B This design involves several modules that cover large parts of the content domain. Supporting an end of the year claim based on this design will be challenging, but not as challenging as other designs. Modular Sub-Domain Design C This design involves several modules that cover large parts of the content domain, with some overlap. Supporting an end of the year claim based on this design will be challenging, but not as challenging as other designs. Modular Overlapping Sub-Domain Design D Previous Question Next Question Previous Question Next Question

Knowledge Check 4 Which of the below is a challenge related to the administration of through-year assessment programs? More frequent administrations during the year means more chances for missing data. Addressing missing data involves carefully tailoring administration policy as well as creating rules or adjustments for missing data. Managing missing data A Identifying, providing and monitoring accommodations for through-year assessments requires greater time and resources than for typical summative programs. Issues related to accommodations are part of a larger set of concerns involving how well through-year works for any given student group Providing appropriate accommodations. B Administering a state summative assessment multiple times a year involves both new and increased responsibilities for teachers, leaders, administrators and coordinators. Increased complexity and burden C All of the listed challenges are involved in administering through- year assessment programs All of the Above D Previous Question End Previous Question End

You have reached the end of this learning check Please click anywhere to exit! Dadey, N., Gong. B., Kim, Y., & Sato, E. (2024). Through-year Assessment [Digital ITEMS Module 35]. Educational Measurement: Issues and Practice, 43(1), 97-98. https://doi.org/10.1111/emip.12595 Previous Question Previous Question