Opportunities and Challenges of Applying Cognitive Process Dimensions to Map-Based Learning and Alternate Assessment

In education, taxonomies that define cognitive processes describe what a learner does with the content. Cognitive process dimensions (CPDs) are used for a number of purposes, such as in the development of standards, assessments, and subsequent alignment studies. Educators consider CPDs when developing instructional activities and materials. CPDs may provide one way to track students’ progress toward acquiring increasingly complex knowledge. There are a number of terms used to characterize CPDs, such as depth-of-knowledge, cognitive demand, cognitive complexity, complexity framework, and cognitive taxonomy or hierarchy. The Dynamic Learning Maps (DLM™) Alternate Assessment System is built on a map-based model, grounded in the literature, where academic domains are organized by cognitive complexity as appropriate for the diversity of students with significant cognitive disabilities (SCD). Of these students, approximately 9% either demonstrate no intentional communication system or have not yet attained symbolic communication abilities. This group of students without symbolic communication engages with and responds to stimuli in diverse ways based on context and familiarity. Most commonly used cognitive taxonomies begin with initial levels, such as recall, that assume students are using symbolic communication when they process academic content. Taxonomies that have tried to extend downward to address the abilities of students without symbolic communication often include only a single dimension (i.e., attend). The DLM alternate assessments are based on learning map models that depict cognitive processes exhibited at the foundational levels of pre-academic learning, non-symbolic communication, and growth toward higher levels of complexity. DLM examined existing cognitive taxonomies and expanded the range to include additional cognitive processes that demonstrate changes from the least complex cognitive processes through early symbolic processes. This paper describes the theoretical foundations and processes used to develop the DLM Cognitive Processing Dimension (CPD) Taxonomy to characterize cognitive processes appropriate for map-based alternate assessments. We further explain how the expanded DLM CPD Taxonomy is used in the development of the maps, extended standards (i.e., Essential Elements), alternate assessments, alignment studies, and professional development materials. Opportunities and challenges associated with the use of the DLM CPD Taxonomy in these applications are highlighted.

A Systematic Review of Modified Schema-Based Instruction for Teaching Students with Moderate and Severe Disabilities to Solve Mathematical Word Problems

Modified schema-based instruction (MSBI) is a strategy to teach mathematical word problem solving to students with moderate and severe disabilities (MSD). In this comprehensive review, we explore the current state of research on MSBI to determine whether MSBI is an evidence-based practice (EBP) for students with MSD. We reviewed 12 studies, of which 11 met quality standards. Thirty-nine participants, all of whom participated in statewide alternate assessments, were included in these studies, the majority of whom were middle school students with intellectual disability. Four research teams explicitly targeted state content standards. The researcher served as interventionist in 82% of the studies. Although the overall effect size was very large (1.0 Tau), our findings suggest that MSBI is not yet an EBP for students with MSD. We provide an overview of current contextual factors and suggestions for future researchers to continue the investigation of MSBI.

Reading outcomes of students with intellectual disability on statewide assessments

Education laws in the U.S. hold schools accountable for including students with intellectual disability on statewide reading assessments. Students with intellectual disability have been taking general or alternate reading assessments over the past two decades. However, very little attention has been given to the results of these assessments. The purpose of this study was to examine reading outcomes of students with intellectual disability on statewide general and alternate assessments in a Midwestern state in the U.S. We also examined whether students with intellectual disability’s reading outcomes varied across traditional and innovative school types. Results from descriptive analyses showed that a very low percentage of students with intellectual disability performed at the proficient level or above on 5th and 8th grades reading assessments. Also, students with intellectual disability’s reading proficiency levels did not significantly differ across school types. Implications of these results are discussed and recommendations for future research are provided.

White Paper: Considerations for Measuring Academic Growth on Dynamic Learning Maps® (DLM®) Alternate Assessments

This paper describes growth considerations for Dynamic Learning Maps (DLM) alternate assessments, including an overview of methods and implications for using them to report growth both across and within academic years.

Constructing and Evaluating a Validation Argument for a Next-Generation Alternate Assessment

Alternate assessments based on alternate achievement standards (AA-AAS) have historically lacked broad validity evidence and an overall evaluation of the extent to which evidence supports intended uses of results. An expanding body of validation literature, the funding of two AA-AAS consortia, and advances in computer-based assessment have supported improvements in AA-AAS validation. This paper describes the validation approach used with the Dynamic Learning Maps® alternate assessment system, including development of the theory of action, claims, and interpretive argument; examples of evidence collected; and evaluation of the evidence in light of the maturity of the assessment system. We focus especially on claims and sources of evidence unique to AA-AAS and especially the Dynamic Learning Maps system design. We synthesize the evidence to evaluate the degree to which it supports the intended uses of assessment results for the targeted population. Considerations are presented for subsequent data collection efforts.

Students With the Most Significant Disabilities, Communicative Competence, and the Full Extent of Their Exclusion

In this brief response to Agran et al., I provide data on the extent to which students with the most significant cognitive disabilities (i.e., those students participating in alternate assessments on alternate achievement standards) are separated educationally from their peers without disabilities. I further discuss additional factors that may be contributing to separate placements for students with the most significant disabilities. Finally, I provide some promising resources that may help to address these persistent issues.