The USDOE in all its wisdom has decided that "functional activities" cannot be used as assessment activities. What, exactly, do they mean by "functional" activities?

 

According to KSDE, this means we can't use Activities of Daily Living such as "feeding, toileting, washing hands, etc." It is the "etc." that makes this all so confusing.  What the USDOE really wants, apparently, is transparency between what indicator is being assessed and what activity is being used to assess it. It appears we can still use materials and situations that would typically be considered, by us as teachers, as "functional" as long as they are NOT Activities of Daily Living/Personal Care Skills. The trick is making sure to describe the activity with academic language, relate it directly to the subject area (reading, math, science) and skill being assessed (transparency), and being very clear on the relationship between the indicator and the activity.

 

Examples from the KSDE training powerpoint:

ER 1.4.3 Follows a schedule

Activity: The student reads his schedule (using pictures or words) to get to class on time

 

EM 1.1.9 Recognizes coins or currency

Activity: The student counts coin combinations needed to buy pop from a vending machine

 

I sent some examples to KSDE for feedback:

 

Description: ER 1.1.3 Matches picture to object

Assessment Activity and how it aligns to indicator: Student will read diagram to set the table by correctly matching object to picture in diagram

Data collection setting and materials: kitchen; diagram of place setting, forks, knives, spoons, plates, cups, bowls, napkins

This was viewed as a good example

 

Description: EM 3.3.2 Makes transformations in real life situations

Assessment Activity and how it aligns to indicator: Student will manipulate objects in order to stack/nest them (making transformations means being able to manipulate objects so they fit in a desired space)

Data collection setting and materials: kitchen; plates, bowls, cups

This was viewed as a good example; actual task was stacking dishes to put them away correctly

 

ER 1.1.2 Assigns meaning to auditory symbols

Assessment Activity and how it aligns to indicator: Student will display observable response to the sound of his name being said/called

Correct response: orients to speaker when own name is said/called; activates switch to take turn when hears own name

Incorrect response: responds when another name is said/called

 

Description: ER 1.3.2 Assigns meaning to picture or photograph

Assessment Activity and how it aligns to indicator: Student will locate own photo and place it in the "here" box to check in at job site (recognizes own photo)

Data collection setting and materials: job site; photos of student and coworkers, check-in board

 

Description: ES 2.1.4 Recognizes and/or discriminates between sounds made by different objects

Assessment Activity and how it aligns to indicator: Student will orient toward the source of a sound producing object (recognizes that sound has occurred and turns toward it)

Data collection setting and materials: science class during experiment about sound waves; chimes, rattle, drum, guitar

 

Description: ES 3.4.2 Plans for anticipated environmental change

Assessment Activity and how it aligns to indicator: Student puts on coat before going outside on a cold day (student must know it is cold outside and plan to put on coat)

This was criticized as one of the worst examples of an assessment activity by the USDOE

 

Other examples:

 

When using a cooking project to assess a skill (measurement, reading a recipe, sequencing, matching object to picture, etc., etc.), phrase the Assessment Activity in terms of the academic skill being used. For instance "reads a recipe" instead of "follows a recipe." "Uses correct measurements;" "selects correct measurement tool;" "counts with 1:1 correspondence to add ingredients;" "identifies numerals within recipe;" "matches numbers in recipe to numbers on measuring tools"

 

Activities can use "functional" materials but the task again needs to focus on the academics:

student will correctly sort objects into three categories; materials: knives, forks, spoons

student will match like items to create sets of two; materials: pairs of socks in different colors

student will read a picture list to gather materials needed to complete a project (match picture to object); materials: picture list, scissors, glue, construction paper, markers

student will match cards by color and/or numeral to play a game; materials: UNO game

 

Activities can be done in "functional" environments as long as they line up academically:

student will use "next dollar" technique to correctly purchase a meal at fast food restaurant (estimation)

student will use 1:1 correspondence to count items to requested amount; materials: dollar bills; activity is to count correct number of dollars to pay clerk

student will use 1:1 correspondence by placing one item at a time into a slot; materials: vending machine, quarters; activity is to place one quarter at a time into slot on vending machine

student will read symbols to identify correct restroom to use in restaurant

student will read a picture list to locate items on grocery list in grocery store

student will match numerals on card to numerals on door to locate correct room in order to make a delivery

student will match letter and numeral cues on food item label to keypad in order to make selection from vending machine