An Analysis of Perceived Desirability, Feasibility, and Actual Use of Specific Criteria for Large-Scale Assessment and Accountability Systems. Technical Report 21.

Autor/inn/en	Seyfarth, Allison; Ysseldyke, James E.; Thurlow, Martha L.
Institution	National Center on Educational Outcomes, Minneapolis, MN.; Council of Chief State School Officers, Washington, DC.; National Association of State Directors of Special Education, Alexandria, VA.
Titel	An Analysis of Perceived Desirability, Feasibility, and Actual Use of Specific Criteria for Large-Scale Assessment and Accountability Systems. Technical Report 21.
Quelle	(1998), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Alternative Assessment; Disabilities; Educational Assessment; Elementary Secondary Education; Evaluation Criteria; Input Output Analysis; Outcomes of Education; Recordkeeping; School Effectiveness; Special Education; Student Participation; Teacher Attitudes; Teacher Participation; Testing Accommodations + Suchen Sie Ihr Suchwort? Verantwortung; Handicap; Behinderung; Education; assessment; Bewertungssystem; Lernleistung; Schulerfolg; Leistungsnachweis; Schuleffizienz; Special needs education; Sonderpädagogik; Sonderschulwesen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerverhalten; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	In the mid 1990s, the National Center on Educational Outcomes worked with stakeholder groups to establish a set of criteria for use in large-scale assessments. The criteria addressed issues of the participation of students with disabilities in the assessments, assessment accommodations, and the reporting of results for students with disabilities. This study examined the extent to which the criteria were perceived to be desirable and feasible. A national sample of 222 administrators, teachers, and other Individualized Education Program team members rated the criteria for desirability and feasibility. The average rating of desirability for the criteria was high, with three main exceptions: (1) specific criteria that were seen as less desirable, such as global statements about including all students in assessments; (2) statements that were seen as less feasible than others included those rated low in desirability, as well as statements that called for parent understanding of the issues and record-keeping of accommodations provided; and (3) all criteria but one were rated as significantly less feasible than desirable. Criteria rated high on actual use included those focused on making individual decisions about students or on documentation of the decisions. (Author/CR)
Anmerkungen	National Center on Education Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455; telephone: 612-624-8561; fax: 612-624-0879; Web site: http://www.coled.umn.edu/NCEO ($10).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01