This document was prepared by the Massachusetts Department of Elementary and Secondary Education Jeff Wulfson Acting Commissioner The Massachusetts Department of Elementary and Secondary Education, an affirmative action employer, is committed to ensuring that all of its programs and facilities are accessible to all members of the public. We do not discriminate on the basis of age, color, disability, gender identity, national origin, race, religion, sex, or sexual orientation. Inquiries regarding the Department’s compliance with Title IX and other civil rights laws may be directed to the Human Resources Director, 75 Pleasant St., Malden, MA 02148 781-338-6105. © 2018 Massachusetts Department of Elementary and Secondary Education Permission is hereby granted to copy for non-commercial educational purposes any or all parts of this document. Please credit the “Massachusetts Department of Elementary and Secondary Education.” Massachusetts Department of Elementary and Secondary Education 75 Pleasant Street, Malden, MA 02148-4906 Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370 www.doe.mass.edu Purpose of the Guidelines
Table of Contents Introduction and Background 1 General Guidelines for Scorers 2 Content Areas Assessed by MCAS-Alt: Grades 3, 4, and 5 3 Content Areas Assessed by MCAS-Alt: Grades 6, 7, and 8 4 Content Areas Assessed by MCAS-Alt: High School 5 Required Portfolio Contents 6 Summary of Scoring Process: Scorers 7 Summary of Scoring Process: Table Leaders 9 Scoring: Complexity 10 Scoring: Completeness 12 Scoring: Demonstration of Skills & Concepts (DSC) and Independence (IND) 23 Scoring: Self-Evaluation (S-E) 24 Scoring: Generalized Performance (GP) 25 Scoring Rules in Special Cases 26 “Grade-Level Portfolios” (3–8) and “Competency Portfolios” (9–12) 27 Maintaining Validity and Reliability 30 Appendix A: Comment Key 31 Appendix B: MCAS-Alt Glossary 32 Appendix C: Sample Data Charts 33 Appendix D: MCAS-Alt Scoring and Writing Rubrics 36 Appendix E: Informational Text–Supplemental List 41 Appendix F: Literature and Informational Text Types 42
Introduction and Background The MCAS Alternate Assessment (MCAS-Alt) has been administered annually in Massachusetts since 2001. According to state and federal laws, all students with disabilities are required to participate in statewide assessments, either by taking standard MCAS tests with or without accommodations, or by taking the MCAS-Alt. Decisions regarding how each student will participate in MCAS must be made by the student’s IEP team and documented in the student’s IEP; or listed in the student’s 504 plan. Portfolio Contents and Structure The MCAS-Alt portfolio consists of a structured collection of “evidence” compiled throughout the school year that documents the student’s knowledge and skills based on the Massachusetts curriculum framework learning standards in the content area being assessed. Evidence is organized into “strands” in the portfolio according to standards specified for assessment in each content area. Each strand includes the following products and information (with the exception of ELAWriting for which only writing samples are required): one data chart showing the student’s performance on at least eight different dates, based on a skill listed in the state’s Resource Guide for students with disabilities in the learning standard and subject being assessed at least two work samples, video clips, and/or photographs showing the student’s performance based on the skill listed on the data chart, with a brief description of how the student demonstrated the skill examples of materials and tools used by the student, reflection sheets, and other supporting documentation at the discretion of the teacher Creation of portfolios is guided by information in the Department’s publication entitled Educator’s Manual for MCAS-Alt, is updated annually. The educator’s manual is posted on the Department’s website at www.doe.mass.edu/mcas/alt/resources.html and is also made available at Department-sponsored training events. Scoring of MCAS-Alt Portfolios After portfolios are submitted to the Department in late March, they are reviewed at a scoring institute sponsored by the Department and its test contractor. The 2018 Guidelines for Scoring MCAS-Alt Portfolios (this publication) provides detailed information on the scoring process that will be used by scorers to review and rate each student’s portfolio. The 2018 Guidelines for Scoring MCAS-Alt Portfolios is available online at www.doe.mass.edu/mcas/alt/results.html. General Guidelines for Scorers
Scorers must confirm that: the student has addressed the skill in the context of an academic (i.e., standard-based) activity. This question usually, but not always, refers to students addressing access skills. (See line 4, Strand Cover Sheet.) Examples: Academic activities expose the student to the tools, concepts, and materials of the content area required for assessment, such as: Student will turn her communication device on or off during an addition, subtraction, and/or counting activity. Student will visually track a geometric shape for a specified amount of time during a lesson on shapes. Student will grasp and release tools during a lesson on proper tool safety. Non-academic activities might include: Carrying a jug of water Engaging in personal hygiene (e.g., brushing; cleaning; washing clothes) or self-help activities (e.g., crossing the street) Choosing a motivational reward The scoring rubric is the basis for the score in Level of Complexity. The AltScore program will score this area automatically, based on scorers’ responses to the AltScore “Complexity” questions. SCORING RUBRIC: Level of Complexity (LOC) 1 2 3 4 5 Portfolio reflects little or no basis in, or is unmatched to, Curriculum Framework learning standards required for assessment. (“NO” to Complexity questions 1 or 2) Student addresses social, motor, and communication “access skills” during instruction based on Curriculum Framework learning standards in this strand. Student addresses Curriculum Framework learning standards that have been modified below grade-level expectations (i.e., “entry points”) in this strand. Student addresses a narrow sample of Curriculum Framework learning standards (1 or 2) at grade-level expectations in this strand. (Portfolio must be reviewed by Content Experts) Student addresses a broad range of Curriculum Framework learning standards (3 or more) at expectations in this strand. (Portfolio must be reviewed by Content Experts) Scoring: Completeness Does the strand include a data chart with the student’s correct name and at least two pieces of primary evidence? For all strands (except ELAWriting), scorers must confirm that the strand includes at least: level