Literaturnachweis - Detailanzeige
| Autor/inn/en | Bolt, Sara; Roach, Andrew T. |
|---|---|
| Sonst. Personen | Quenemoen, Rachel F. (Vorw.) |
| Titel | Inclusive assessment and accountability. A guide to accommodations for students with diverse needs. |
| Quelle | New York u.a.: Guilford Press (2009), XVIII, 158 S. |
| Reihe | The Guilford practical intervention in the schools series |
| Beigaben | Tabellen; Literaturangaben S. 145-154 |
| Zusatzinformation | Inhaltsverzeichnis |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 1-60623-019-0; 978-1-60623-019-0 |
| Schlagwörter | Methodologie; Bildungsbeteiligung; Anpassung; Testdurchführung; Schulreform; Kind; Schule; Schulgesetz; Schüler; Leistungsbeurteilung; Schülerleistung; Lernbehinderung; Teilnahme; Behinderung; Geistige Behinderung; Fallbeispiel; Integration; Ausländer; Behinderter; Jugendlicher; Körperbehinderter; Migrant; USA |
| Abstract | This book provides guidance and materials for promoting the inclusion of students with diverse needs in large-scale assessment programs, with a focus on improving access to instruction within the general curriculum for all students. It provides 1. a brief historical background of the standards-based reform movement in the United States as well as information on recent legislation ... and how it relates to diverse groups of students, including students with disabilities and English language learners; 2. a framework for making decisions about how diverse students participate in large-scale assessment programs. It includes two case studies about students with very different needs and how the team used the described decision-making process to make appropriate participation decisions; 3. detailed information on various accommodations that might be used to facilitate optimal participation among students with disabilities and English language learners and guidelines for making appropriate decisions to ensure that students receive accommodations that facilitate appropriate measurement of student's skills and knowledge; 4. information on various formats for alternate assessment that are commonly used to assess skills and knowledge among students with significant cognitive disabilities; 5. a description of methods for ensuring that all students have access to the general curriculum. Specific strategies for promoting access are explained; 6. information on the concept of universal design and how it can be applied to facilitate better instruction and assessment to promote student learning; 7. a conclusion discussion of the importance of developing inclusive assessment systems and ensuring access to the general curriculum, connecting these practices to professional standards from a variety of organizations. (DIPF/Orig./pr). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2009/4 |
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