What Do Alternate Assessments of Alternate Academic Achievement Standards Measure? A Multitrait-Multimethod Analysis

Autor/inn/en	Kettler, Ryan J.; Elliott, Stephen N.; Beddow, Peter A.; Compton, Elizabeth; McGrath, Dawn; Kaase, Kristopher J.; Bruen, Charles; Ford, Lisa; Hinton, Kent
Titel	What Do Alternate Assessments of Alternate Academic Achievement Standards Measure? A Multitrait-Multimethod Analysis
Quelle	In: Exceptional Children, 76 (2010) 4, S.457-474 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
Schlagwörter	Multitrait Multimethod Techniques; Academic Achievement; Achievement Tests; Adjustment (to Environment); Disabilities; Alternative Assessment; Scores; Academic Standards; Special Needs Students; Reading Achievement; Mathematics Achievement; Student Adjustment; Academic Ability; Competence; Mental Retardation; Measurement Techniques; Elementary School Students; Middle School Students; Thinking Skills; Interpersonal Competence; Communication Skills; Daily Living Skills; Psychomotor Skills; Arizona; Hawaii; Idaho; Indiana; Mississippi; Nevada; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Handicap; Behinderung; Sonderpädagogischer Förderbedarf; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Kompetenz; Geistige Behinderung; Messtechnik; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Denkfähigkeit; Interpersonale Kompetenz; Kommunikationsstil; Alltagsfertigkeit; Psychomotorische Aktivität
Abstract	This study featured validity evidence for scores from states' alternate assessments of alternate academic achievement standards (AA-AASs). It evaluated students from 6 states who were eligible for an AA-AAS concurrently with measures of academic competence and adaptive behavior. The investigators also assessed students with disabilities who were not eligible for an AA-AAS by using the same measures, as well as by using general achievement tests. The main findings included that AA-AAS reading and math scores may reflect a unitary construct, that AA-AAS scores are highly related to adaptive behavior but also relate to academic competence and achievement, and that all these scores represent unique but overlapping constructs. These results have implications for AA-AAS developers and teachers working with students with significant cognitive disabilities. (Contains 6 tables.) (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10