Consortium for Alternate Assessment Validity and Experimental Studies (CAAVES)
Just Completed!
The purpose of the consortium was to advance the validity of alternate assessment score interpretations and to conduct feasibility studies to inform future assessment practices. Specifically, the consortium of assessment leaders from seven states (AZ, HI, ID, IN, MS, NV, and WI) and measurement experts affiliated with Vanderbilt University and Discovery Education/ThinkLink Learning collaborated to enhance scientific rigor of alternate assessment validity research through replication, increased samples, and tests of generalization.
The overview of the completed project can be read here.
Detailed papers and reports are presented below.
Partnerships
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Project documents (PDFs)
- Project Goals and Evaluation Evidence
- Organization Chart
- CAAVES Presentation 1-16-08 Handout
- CAAVES Modified Alternate Assessment Participation Criteria
- CAAVES Multitriat-Mutlimethod Analysis across Six States
- Using Student Responses
- Group Performance Differences on Accessible Tests
- Modified Multiple-Choice For Alternative Assessments
CCSSO National Conference Presentation Materials, June 2008
- Applying the Principles of Universal Design, Peter Beddow
- Modified Alternate Assessments: Design Strategies and Experimental Results, Porter Palmer
- Modified Achievement Tests for Students with Disabilities: Basic Psychometrics and Group Analyses, Ryan Kettler
- Modified Achievement Tests for Students with Disabilities: Design Strategies and Experimental Results, Steve Elliott
- Modified Acievement Tests for Students with Disabilities: Distractor Analyses, Michael Rodriguez
- Using Think-Aloud Cognitive Labs to Evaluate Test Item Modifications, Andrew Roach
- Constructing Validity Evidence for Alternate Assessments: A Multi-state Replication Study, Ryan Kettler
National Association of School Psychologists (NASP) Papers & Presentations, February 2009
- Cognitive Load Theory: Instruction-based Research with Applications for Designing Tests, Steve Elliott, Alexander Kurz, Peter Beddow, & Jennifer Frey
- Cognitive Load Theory & Universal Design Principles: Applications to Test Item Development, Steve Elliott, Alexander Kurz, Peter Beddow, & Jennifer Frey
- Cognitive Load Theory: Instruction-based Research with Applications for Designing Tests, Steve Elliott, Alexander Kurz, Peter Beddow, & Jennifer Frey
- Screening for Persistently Low Achieving Students in Reading and Mathematics, Ryan J. Kettler
NCME 2009 Conference
- The Role of Item Response Attractors, Michael C. Rodriguez
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The Role of Item Response Attractors (powerpoint presentation)
- How a Theoretical and Data-based Modifications Process Can Help Students Eligible for an AA-MAS, Ryan J. Kettler
- Students' Perceptions of Item Modifications: Using Cognitive Labs and Questionanaires, Andrew Roach
- Designing & Evaluating Modified Items for Students with Disabilities: Research Results, Stephen N. Elliott
Presentations at CCSSO 2009 National Conference
- Modifying Achievement Test Items: A Theory-Guided and Data-Based Approach, Stephen N. Elliott
- Designing More Accessible Achievement Tests for All Students, Stephen N. Elliott
- Quantifying and Improving the Accessibility of Tests and Test Items, Peter Beddow
PUBLICATIONS
- Building Validity Evidence for Scores on a State-Wide Alternate Assessment: A Contrasting Groups, Multimedia Approach--Elliott, Compton, and Roach (2007)
