[Assessment_Advisory_Committee] Oregon Extended Assessment Observational Rating Assessment

[Bill Stewart]

Jordan & Brad,

Please see my comments below, in CAPS....I hope they are useful.

Bill

On Fri, Sep 25, 2015 at 7:48 AM, HEIDE Jordan <jordan.heide at state.or.us>
wrote:

> We’d like to request your review of the attached proposed Oregon Extended
> Assessment Observational Rating Assessment (ORA)(see attached
> Administration Instructions and ORA) designed to provide instructional and
> functional information for teachers and parents in in four domains:
> attention, math concepts, receptive and expressive communication.  The ORA
> is designed to be administered to students who are not able to access the
> academic tasks presented on the Oregon Extended Assessment (ORExt), even
> when extensive, universal supports are provided. The ORA will be
> incorporated into the Extended Assessment beginning 2015-16.
>
> Given the description and purpose of the ORA, we are seeking feedback on
> the questions below *by 9/30/15*:
>
>    1. Is the purpose of the ORA clearly stated? YES, BUT IF IT WERE ME, I
>    WOULD REVERSE THE ORDER OF THE FIRST TWO SENTENCES...GIVE THE 'WHY &WHAT'
>    FIRST.
>    2. Is the intended population who will participate in the ORA clear
>    YES, THE INTENDED POPULATION SEEMS CLEAR. HOWEVER THE DECISION RULE IS
>    *NOT* CLEAR! (i.e., is the decision rule used to determine whether to
>    administer the ORA clear)?  THE QA INTRO STATEMENT AND THE ITALICIZED
>    STATEMENT SEEM OUT OF ORDER WITH THE PARAGRAPH THAT FOLLOWS.
>    3. Does the ORA appear to be a useful tool for the intended population
>    (i.e., face validity)? ON THE SURFACE, IT DOES SEEM LIKE IT *COULD* BE
>    USEFUL, BUT I'D LIKE SOME SPECIFICS ABOUT HOW IT WILL ACTUALLY BE USED.
>    WHAT IS THE REQUIRED USE VS AN ALLOWABLE OR  OPTIONAL 'BEST PRACTICE' USE
>    OF THE TOOL, IF ANY?
>    4. Are the ORA administration instructions clear, particularly in the
>    areas of describing the LOI and COM scales? SORT OF...  WHY ARE THERE TWO,
>    FAIRLY REDUNDANT DOCUMENTS?  ALSO WHY ARE THERE NO CUES FOR SCORING ITEMS
>    1-4 IN THE EXPRESSIVE DOMAIN? SEEMS ODD (CONFUSING TO USERS?) TO HAVE CUES
>    FOR THE ALL REACTIVE DOMAIN ITEMS AND JUST ONE ITEM WITH CUES IN THE
>    EXPRESSIVE.  WHERE IS THE "STEP 1, STEP 2..." SEQUENCE IN THE ADMIN
>    DIRECTIONS?  OBVIOUSLY, I THINK IT IS NEEDED.
>    5. Are the ORA scoring instructions clear?  GENERALLY, BUT IT WOULD BE
>    CHALLENGING FOR SOME USERS IF IT WEREN'T FOR THE SCORING AND SUMMARY PAGES.
>    6. Do you feel that IEP teams will be able to use this information for
>    students who are so low functioning that they cannot access the academic
>    demands of the ORExt? PROBABLY, BUT SOME EDITING FOR CLARITY AND SEQUENCING
>    WOULD BE HELPFUL.
>    7. Do you feel that clear directions regarding the use of the results
>    from the ORA have been provided? NOT AS CLEAR AS NEEDED. NOT LINEAR ENOUGH
>    FOR SOME USERS. & BRAD
>    8. Do you have any recommended edits/changed to the ORA? SEE ABOVE.
>
>
>
> Please submit your feedback to Brad Lenhardt (brad.lenhardt at state.or.us). Finally,
> we would appreciate it if you would keep this information confidential at
> this time. Once we finalize the ORA we will distribute it through the
> typical ODE communication channels.
>
>
>
> Sincere thanks* for your expert consideration and assist*
>
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-- 
Bill Stewart
Special Projects
Gladstone SD
stewartw at gladstone.k12.or.us
503-805-8680 - cell
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