The Philosophical Underpinnings and Key Features of the Dynamic Learning Maps Alternate Assessment

2016 ◽  
Vol 118 (14) ◽  
pp. 1-30
Author(s):  
Neal M. Kingston ◽  
Meagan Karvonen ◽  
Sue Bechard ◽  
Karen A. Erickson
Keyword(s):  
Cognitive Disabilities ◽  
Alternate Assessment ◽  
Dynamic Learning ◽  
Significant Cognitive Disabilities ◽  
History Of ◽  
Key Features ◽  
Guiding Principles

The Dynamic Learning Maps™ Alternate Assessment is based on a different set of guiding principles than other assessments. In this article we describe its characteristics and look at the history of alternate assessment and the problems in implementing useful assessment programs for students with significant cognitive disabilities.

Fostering Inclusion of Students With Significant Cognitive Disabilities by Using Learning Map Models and Map-Based Assessments

Inclusion ◽  
2017 ◽  
Vol 5 (2) ◽  
pp. 110-120 ◽  
Author(s):  
Neal M. Kingston ◽  
Meagan Karvonen ◽  
James R. Thompson ◽  
Michael L. Wehmeyer ◽  
Karrie A. Shogren
Keyword(s):  
Grade Level ◽  
Cognitive Disabilities ◽  
Inclusive Classrooms ◽  
Alternate Assessment ◽  
Classroom Teachers ◽  
Dynamic Learning ◽  
Significant Cognitive Disabilities ◽  
Diverse Classrooms ◽  
General Classroom ◽  
Widespread Agreement

Abstract Although there is widespread agreement among both special education experts and general classroom teachers that students with significant cognitive disabilities should participate in inclusive classrooms, most teachers report that they do not know how to do this effectively. One of the challenge teachers face is figuring out how to focus on grade-level expectations, but in a way that is appropriate for all students in such diverse classrooms. The use of learning map models, as exemplified by the Dynamic Learning Maps Alternate Assessment, holds promise as a tool to help teachers in inclusive classrooms.

The Influence of Access to General Education Curriculum on Alternate Assessment Performance of Students With Significant Cognitive Disabilities

2006 ◽  
Vol 28 (2) ◽  
pp. 181-194 ◽  
Author(s):  
Andrew T. Roach ◽  
Stephen N. Elliott
Keyword(s):  
General Education ◽  
Student Performance ◽  
Structural Equation ◽  
Rating Scales ◽  
Cognitive Disabilities ◽  
Alternate Assessment ◽  
Equation Modeling ◽  
Latent Factor ◽  
Support Materials ◽  
Significant Cognitive Disabilities

The primary purpose of this investigation was to understand the influence of access to the general curriculum on the performance of students with significant cognitive disabilities, as measured by the Wisconsin Alternate Assessment (WAA) for Students with Disabilities. Special education teachers (N = 113) submitted case materials for students with significant disabilities who were assessed using the WAA. Cases included WAA rating scales, students’ individualized education programs (IEPs), and a curricular access questionnaire. Structural equation modeling was used to examine the influence of curricular access on students’ WAA performance. Students’ scores on the WAA Reading, Language Arts, and Mathematics scales were included in the model as the indicators for the latent factor—student performance. Student grade level, teacher reports of students’ curricular access, percentage of academic focused IEP goals, and time spent in general education settings were included as predictors of students’ performance. Results indicated the model accounted for 41% of the variance in the latent factor of student performance. Implications of these results are discussed for the validity of WAA scores and the design of professional development and teacher support materials.

Students With the Most Significant Cognitive Disabilities Who Are Also English Learners

2019 ◽  
Vol 44 (2) ◽  
pp. 71-86
Author(s):  
Meagan Karvonen ◽  
Amy K. Clark
Keyword(s):  
English Learners ◽  
Communication Complexity ◽  
Cognitive Disabilities ◽  
Small Population ◽  
Dynamic Learning ◽  
Significant Group ◽  
Significant Cognitive Disabilities ◽  
Expressive Communication ◽  
Alternate Assessments ◽  
Receptive Communication

There is a dearth of research describing the small population of students who have significant cognitive disabilities and are also English learners (ELs). This study expands what is known about this population by describing EL students who participated in Dynamic Learning Maps Alternate Assessments in 16 states during the 2016-2017 year. Data sources include (a) teacher responses to a survey of student characteristics, including items about academic skills, expressive and receptive communication, and classroom setting; (b) accessibility supports used during assessment; (c) students’ alternate assessment results; and (d) student EL services. Results are described for students identified as ELs, likely-ELs, and non-ELs. Analyses identified small but statistically significant group differences in academic and expressive-communication complexity levels, mean receptive-communication scores, instructional setting, and overall performance differences for likely-ELs compared with their peers, indicating a need for further research on instructional and assessment approaches teachers take for addressing these students’ needs.

Riemann–Weyl in Deleuze's Bergsonism and the Constitution of the Contemporary Physico-Mathematical Space

2015 ◽  
Vol 9 (1) ◽  
pp. 59-87 ◽  
Author(s):  
Martin Calamari
Keyword(s):  
Field Theory ◽  
Gauge Field ◽  
Fibre Bundle ◽  
History Of Mathematics ◽  
Gauge Field Theory ◽  
Contemporary Science ◽  
Explicit Mention ◽  
History Of ◽  
Key Features ◽  
Bernhard Riemann

In recent years, the ideas of the mathematician Bernhard Riemann (1826–66) have come to the fore as one of Deleuze's principal sources of inspiration in regard to his engagements with mathematics, and the history of mathematics. Nevertheless, some relevant aspects and implications of Deleuze's philosophical reception and appropriation of Riemann's thought remain unexplored. In the first part of the paper I will begin by reconsidering the first explicit mention of Riemann in Deleuze's work, namely, in the second chapter of Bergsonism (1966). In this context, as I intend to show first, Deleuze's synthesis of some key features of the Riemannian theory of multiplicities (manifolds) is entirely dependent, both textually and conceptually, on his reading of another prominent figure in the history of mathematics: Hermann Weyl (1885–1955). This aspect has been largely underestimated, if not entirely neglected. However, as I attempt to bring out in the second part of the paper, reframing the understanding of Deleuze's philosophical engagement with Riemann's mathematics through the Riemann–Weyl conjunction can allow us to disclose some unexplored aspects of Deleuze's further elaboration of his theory of multiplicities (rhizomatic multiplicities, smooth spaces) and profound confrontation with contemporary science (fibre bundle topology and gauge field theory). This finally permits delineation of a correlation between Deleuze's plane of immanence and the contemporary physico-mathematical space of fundamental interactions.

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

2020 ◽  
Author(s):  
Amy K. Clark ◽  
Meagan Karvonen
Keyword(s):  
Data Collection ◽  
Assessment System ◽  
Alternate Assessment ◽  
Theory Of Action ◽  
Validity Evidence ◽  
Dynamic Learning ◽  
Alternate Assessments ◽  
Overall Evaluation ◽  
Computer Based ◽  
Achievement Standards

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.

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