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Achievement Level Definitions
09-10 PAAP Technical Report
08-09 PAAP Technical Report
Extended Learning Alternate Grade Level Expectations
Achievement Level Definitions
Maine content area Achievement Level Definitions (ALD) outline the expectations for students participating in State level assessments. There are general definitions and more specific definitions focused on particular grade levels.
2009-2010 PAAP Technical Report
This section of the MeCAS Technical Report provides an overview of Maine’s alternate assessment, the Personalized Alternate Assessment Portfolio (PAAP), including a description of the purpose of the PAAP, the processes utilized to develop and implement the PAAP program, and stakeholder involvement in those processes. All files PDF.
2009-2010 MeCAS Technical Report - Part 3: Maine Personalized Alternate Assessment Portfolio (PAAP)
Appendices:
A - Stakeholder Groups
B - 2010 PAAP AGLEs
C - Process for Determining the Appropriate Avenue for Participation
D - Task Review
E - 2009-2010 PAAP Alignment Report
F - Item Level Classical Statisitics
G - Item Level Score Districbutions
H - Subgroup Reliability
I - Decision Accuracy and Consistency Results
J - Interrater Consistency
K - PAAP 2009-10 Score of Record
L - Cumulative Score Distributions
M - Achievement Level Distributions
N - Sample Reports
O - Analysis and Reporting Distribution Rules
2008-2009 PAAP Technical Report
2008-2009 MeCAS Technical Report - Part 3: Maine Personalized Alternate Assessment Portfolio (PAAP)
Appendix A - Stakeholder Groups
Appendix B - Process for Determining Appropriate Avenue for Participation
Appendix C - PAAP Rubrics
Appendix D - Sample Tasks
Appendix E - Task Review
Appendix F - PAAP Assessment Documentation
Appendix G - Standard Setting Report
Appendix H - Report Shells and Decision Rules
Appendix I - Scoring Procedures
Extended Learning Alternate Grade Level Expections
Developed to inform teaching and learning beyond the assessment requirements of Chapter 131: the Maine Federal, State and Local Accountability Standards. Click here to view the Extended Learning AGLEs.
The New England Compact: Reaching Students in the Gaps
In February 2005, four New England states ( Rhode Island, New Hampshire, Vermont, and Maine) received a U.S. Department of Education grant to explore gaps in large-scale assessment systems that prevent some students from demonstrating their proficiency. The results of this work, Reaching Students In the Gaps, addresses the following questions:
- Who are the students in the gaps?
- Of all the students who are not proficient, how can states identify those who are in the assessment gaps?
- What are the attributes of students in the gaps, and how do these students perform?
- What issues in the assessments themselves contribute to the gaps?
- Are there specific aspects of multiple-choice items used in state assessments that contribute to the assessment gaps?
The studies used multiple methods to explore these research questions, each providing a particular angle from which to consider the issues of assessment gaps, students in those gaps, and assessment alternatives to lessen the gaps.
Visit the New England Compact's website for more information.
Updated 11/30/10 -pb
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