Using Curriculum-Embedded Assessment for Making Educational Decisions: An Empirical Study with Implications for Including Students with Disabilities in Accountability.

Autor/inn/en	Swisher, Judith D.; Green, Samuel B.; Tollefson, Nona
Titel	Using Curriculum-Embedded Assessment for Making Educational Decisions: An Empirical Study with Implications for Including Students with Disabilities in Accountability.
Quelle	(1999), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Decision Making; Disabilities; Secondary Education; Special Education; Special Education Teachers; Student Evaluation; Test Use; Vocational Education + Suchen Sie Ihr Suchwort? Verantwortung; Decision-making; Entscheidungsfindung; Handicap; Behinderung; Sekundarbereich; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Schulnote; Studentische Bewertung; Testanwendung; Ausbildung; Berufsbildung
Abstract	The focus of this research was to examine the perceived effectiveness of the Practical Assessment Exploration System (PAES) (J. Swisher, 1987) for making educational decisions at the instructional program level for students with disabilities across groups of teachers who have various levels of familiarity with the PAES. The PAES is a functional vocational skills curriculum with an embedded assessment of vocational potential. Tasks included in the curriculum are representative of business, home economics, and industrial education, and they provide students with opportunities to complete projects that are simulations of entry-level job tasks. Educators familiar with the PAES completed a survey about its use. Of the responses, 104 were included in the sample, with only 102 included in some analyses. Respondents generally perceived the PAES as more useful for making decisions related to transition planning; aptitude/achievement tests were considered more useful for making decisions associated with general education placements. Responses did not indicate significant differences between the two approaches for making statements about the present level of performance on the student's individualized education plan. Ultimately, the results suggest that students with disabilities are not served well by tests developed for their nondisabled peers. (Contains 7 tables and 33 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC