Transcript Virginia Grade Level Alternative Collections of Evidence

Virginia Grade Level Alternative
Collections of Evidence
Virginia Department of Education
2007-2008 Alternative Assessments
Administrator’s Update Workshop
August 2007
Collections of Evidence
The Virginia Grade Level Alternative
provides students and teachers the
ability to demonstrate evidence of
individual achievement throughout
the school year through a nontraditional mode of testing.
Evidence
 Evidence will reflect the Virginia
Standards of Learning Blueprints for
the given grade level and content
area.
 Evidence will be submitted for all of
the SOL addressed.
 Exclusion of too many standards may
adversely affect the overall score.
Beginning the Collection Process
 Teachers must have a clear
knowledge and understanding of the
SOL being assessed.
 Use the curriculum framework as
resource of the essential skills and
knowledge required in each standard.
This resource is located at:
 www.doe.virginia.gov/VDOE/Curriculu
mFramework/
Various Types of Evidence

Various forms of evidence can be demonstrated under
the direct supervision of a teacher or other school
personnel.

Evidence may consist of, but is not limited too:
 Captioned Photographs
 Work Samples
 Audiotape
 Videotape
 Anecdotal Records
 Interviews
 Charts/Graphs
 Captioned Photographs
Work Samples
 May include worksheets, tests,
quizzes, etc.
 Should address all the concepts stated
in the SOL.
Examples of Work Samples
Example of Work Samples
Videotape/Audiotape
 Should contain only student
generated work.
 Teachers or other school personnel
are permitted to be on the
videotape/audiotape to ask questions
or support the student, but responses
should be the student’s alone.
Safeguards for Media
 Videotape
 A signed release form that grants permission to
use students’ photographs and record their
images is required before including a video in
the collection of evidence.
 If a video is used for multiple standards,
include a list using the counter.
 For Example:
Math SOL 3.5 – 001-030
Math SOL 3.6 – 045-100
Safeguards for Media
 Audiotape
 Audiotapes containing more than one voice should
indicate the portions belonging to the student.

State the SOL number and description on the tape prior
to the portion of the tape with the student evidence.
If the audiotape is used for multiple standards include a
brief list using the counter.
For Example:
Eng. SOL. 8.2 – 001-005
Eng. SOL. 8.4 – 020-050

Example of Transcript
Anecdotal Records
 Are on-going logs of student
progress.
 Should state exactly in objective and
measurable terms the level of
achievement demonstrated for the
given SOL.
 Confirmation of accuracy by
teacher/school personnel.
Example of Anecdotal Record
Virginia Grade Level Alternative Assessment
Anecdotal Record
Student:
Maria Student
SOL 5.13 Measure and draw right, acute, and obtuse angles
and triangles using appropriate tools.
March 1, 2005: During math lesson, Maria was asked to create three
types of angles using the appropriate tools. Maria picked up the
protractor and created an acute angel of 35 degrees, a right angle
at 90 degrees and a 125 degree obtuse angle. Each of these was
correctly done.
March 8, 2005: Maria was asked to measure 5 different types of
triangles. Maria identified 4 out of 5 correctly.
March 15, 2005: Maria was asked to measure 10 different types of
triangles. She identified all 10 correctly.
Interviews
 Format should be precise and concise
in design to afford the student the
best opportunity to demonstrate what
he/she understands about the SOL
addressed.
 Confirmation of accuracy by
teacher/school personnel.
Example of Interview
12/5/2004
Interview of 3rd Grade History Walk-about
Student Name: John Smith
SOL 3.7
The student will explain how producers use natural
resources (water, soil, wood, and coal), human resources
(people at work), and capital resources (machines, tools, and
buildings) to produce goods and services for consumers.
9:20 am.
The entire third grade history group went outside to walk behind
the school to identify resources as natural, human, or capital.
John was excited about being outside and had trouble staying with
the group. John was working with a peer student in walking
towards the baseball field. I asked John, "What type of
resource is the corn field behind the baseball diamond?"
Example of Interview con’t
John responded, "The corn field is a natural resource cause it has dirt and water
underneath it."
I continued, "How do you know there is water underneath the corn field?"
John replied, "Cause stuff, corn, is growing in it.“
I asked John another question, "What about the school buses on the side of the
building, what type of resource are the school buses?"
John said, "It's a bus. A machine.“
I asked John, "What type of resource is a machine?"
John stated, "Capital"
I asked John, "Why?“
John stated, "Cause you can do things with it. Make kids go home. Run it."
I asked John, "Am I a resource?"
John laughed and said, " You are a human being resource."
Charts/Graphs
 Must contain specific information that
relates to the students skills and
knowledge.
 Caution: a chart or graph that simply
indicates a student’s level of progress
on a specific skill may not provide
enough information to rate the
student’s knowledge of the skill.
Example of Charts/ Graphs
Captioned Photographs
 Captioned statements should explain
the knowledge and/or skill
demonstrated in the photograph.
 Clearly indicate the student addressing
the SOL.
Caution with Photographs
 Difficult to determine demonstrated
skills and knowledge
Submission of Evidence
 Evidence submitted should be
appropriate to the specific SOL being
assessed.
 Evidence is rated on Quality based
evidence and not Quantity based.
Submission of Evidence
 Evidence submitted must be graded.
 Evidence must be grade level work.
 All evidence should be properly
labeled.
Collection of Evidence
Components
 Collection of Evidence must contain
the following components:
 An Affidavit of Student Performance
 Evidence that demonstrates
student performance
 All locally required documentation
Questions
For Further information, contact
Division of Student Assessment and
School Improvement
(804)225-2107