Input from the Field on the Participation of Students with Limited English Proficiency and Students with Disabilities in Meeting the High Standards of Minnesota's Profile of Learning. State Assessment Series: Minnesota Report 10.

Autor/inn/en	Spicuzza, Richard; Erickson, Ron; Thurlow, Martha; Ruhland, Aaron
Institution	Minnesota State Dept. of Children, Families, and Learning, St. Paul.; National Center on Educational Outcomes, Minneapolis, MN.
Titel	Input from the Field on the Participation of Students with Limited English Proficiency and Students with Disabilities in Meeting the High Standards of Minnesota's Profile of Learning. State Assessment Series: Minnesota Report 10.
Quelle	(1996), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Standards; Achievement Tests; Administrator Attitudes; Disabilities; Educational Assessment; Elementary Secondary Education; Focus Groups; Limited English Speaking; Minimum Competency Testing; Performance Tests; Program Implementation; State Standards; Student Educational Objectives; Student Evaluation; Student Participation; Teacher Attitudes; Testing Accommodations; Minnesota + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Handicap; Behinderung; Education; assessment; Bewertungssystem; Leistungsermittlung; Leistungsmessung; Schulnote; Studentische Bewertung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerverhalten; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	This study examined issues concerned with the participation of students with disabilities or with Limited English Proficiency (LEP) in Minnesota's Profile of Learning, a taxonomy of learning expectations covering 13 different curricular areas across four different developmental levels (grades 3, 5, 8, and graduation level). Representatives (teachers and administrators) from 24 pilot sites across Minnesota participated in focus groups and 22 participants responded to a survey concerning participation of these students in the classroom performance tasks developed to evaluate these standards. Analysis of responses indicated: (1) nine reported having introduced the Profile of Learning to students with disabilities or LEP students; (2) many respondents indicated a need for accommodations or modifications such as making tasks easier, modifying the scoring system, and allowing extended time; (3) nine respondents thought accommodated packages should be scored differently; and (4) five respondents felt guidelines about student participation were needed. Focus group participants identified incentives and disincentives for including these students. They also felt the Profile would have a positive impact on the curriculum, but were concerned about limited resources for implementation. (DB)
Anmerkungen	Publications Office, NCEO, 350 Elliott Hall, 75 East River Road, University of Minnesota, Minneapolis, MN 55455; phone: 612-626-1530; fax: 612-624-0879; World Wide Web: http://www.coled.umn.edu/nceo (document may be copied without charge, additional print copies $5).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC