Literaturnachweis - Detailanzeige
| Autor/inn/en | Koenig, Judith Anderson; Bachman, Lyle F. |
|---|---|
| Institution | National Academy of Sciences, Washington, DC. |
| Titel | Keeping Score for All: The Effects of Inclusion and Accommodation Policies on Large-Scale Educational Assessment. Executive Summary |
| Quelle | (2004), (24 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Assessment; Federal Government; Academic Achievement; Standardized Tests |
| Abstract | U.S. public schools are responsible for educating large numbers of students with disabilities and English language learners--some 20 percent of the nation's 46 million public school students fall into one or both of these categories. Both of these populations have been increasing, and the demand for evidence of their academic progress has also grown. In response to both changing public expectations and legal mandates, the federal government, states, and districts have attempted to include more such students in educational assessments. This summary touches on three broad areas that are discussed in the book: (1) The policies and practices for the inclusion and provision of accommodations provided for students with disabilities and English language learners that are followed in the National Assessment of Educational Progress and other large-scale assessments conducted by states; (2) The research that has been conducted to date on the effects of accommodations on test performance and the comparability of results from accommodated and standard administrations; and (3) The validity of inferences that are made from the results of accommodated assessments. [Also included in this document: Preface and Table of Contents.] (ERIC). |
| Anmerkungen | National Academies Press. 500 Fifth Street, NW, Washington, DC 20055. Tel: 888-624-8373; Tel: 202-334-3313; Fax: 202-334-2793; e-mail: Customer_Service@nap.edu; Web site: http://www.nap.edu |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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