Assessment Guidelines That Maximize the Participation of Students with Disabilities in Large-Scale Assessments: Characteristics and Considerations. Synthesis Report 25.

Autor/inn/en	Elliott, Judy; und weitere
Institution	National Center on Educational Outcomes, Minneapolis, MN.
Titel	Assessment Guidelines That Maximize the Participation of Students with Disabilities in Large-Scale Assessments: Characteristics and Considerations. Synthesis Report 25.
Quelle	(1996), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Accountability; Check Lists; Disabilities; Educational Assessment; Elementary Secondary Education; Eligibility; Guidelines; Inclusive Schools; Standards; Student Evaluation; Student Participation; Testing Accommodations + Suchen Sie Ihr Suchwort? Verantwortung; Checkliste; Handicap; Behinderung; Education; assessment; Bewertungssystem; Eignung; Richtlinien; Inclusive school; Integrative Schule; Standard; Schulnote; Studentische Bewertung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	This monograph offers guidelines that address issues in the inclusion of students with disabilities in national, state, and district educational assessment programs. Assessments are viewed as the foundation of educational accountability systems and thus the key to efforts for educational reform. Specific criteria for reviewing, revising, and/or evaluating assessment guidelines for student participation, accommodation, and reporting are provided. The guide urges a hands-on approach to examining and/or revising state and district guidelines about accountability, large-scale assessments, and students with disabilities. The document first provides an overview of immediate and past practice in participation, accommodation, and reporting of students with disabilities in state and national assessments. It then offers specific criteria for making decisions concerning participation, accommodation, and reporting of assessment results for students with disabilities. The criteria markers in existing state guidelines are examined for whether or not they provide specific examples of policies that promote the participation of students with disabilities in assessments. Assessment accommodations in four categories (presentation, time/scheduling, student response, and test setting) are suggested. Appended are three checklists for participation decisions, accommodations decisions, and reporting assessment results. (DB)
Anmerkungen	NCEO Publications Office, 350 Elliott Hall, 75 East River Road, University of Minnesota, Minneapolis, MN 55455; telephone: 612-624-8561; fax: 612-624-0879 ($5).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01