Instructionally embedded assessment: Patterns of use and outcomes

Abstract

Dynamic Learning Maps® (DLM®) alternate assessments measure the knowledge, skills, and understandings of students with the most significant cognitive disabilities relative to grade-level alternate content standards (Essential Elements; [EEs]). States participating in the integrated assessment model prioritize teacher choice in the selection of content measured and timing of assessment administration. Students demonstrate their knowledge and skills throughout the year via instructionally embedded and spring assessments. This report provides an overview of patterns of use, within intended flexibility, and outcomes for the 2017–2018 administration of instructionally embedded assessments, including a summary of participation, teacher decisions, and teacher perceptions. Findings provide some evidence of fidelity of implementation and identify areas for continued improvement. Recommendations include providing additional guidance and training on the availability of progress reports and extracts to support teachers in meeting all blueprint requirements, and encouraging teachers to use assessment results as part of ongoing instructional cycles to provide greater depth and breadth of instruction throughout the year.

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