Assessment and Acccountability for Students with Disabilities: 1999 Status Update and Emerging Issues.

Autor/inn/en	Ysseldyke, James E.; Thurlow, Martha L.
Institution	National Center on Educational Outcomes, Minneapolis, MN.
Titel	Assessment and Acccountability for Students with Disabilities: 1999 Status Update and Emerging Issues.
Quelle	(1999), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Accountability; Alternative Assessment; Data Collection; Disabilities; Educational Assessment; Educational Strategies; Elementary Secondary Education; Evaluation Methods; Graduation Requirements; Intervention; Outcomes of Education; State Programs; Student Evaluation; Student Participation; Testing Accommodations; Testing Problems + Suchen Sie Ihr Suchwort? Verantwortung; Data capture; Datensammlung; Handicap; Behinderung; Education; assessment; Bewertungssystem; Lehrstrategie; Abschlussordnung; Lernleistung; Schulerfolg; Regierungsprogramm; Schulnote; Studentische Bewertung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	This report summarizes the present and past status of students with disabilities in educational assessment and accountability systems, and highlights the critical emerging issues to be addressed. Issues include participation in accountability systems, graduation requirements, data management, accommodations, alternate assessments, reporting, and increasing performance. For each issue, current relevant facts are provided, along with strategies to achieve further inclusion of students with disabilities in assessment and accountability systems. Some recommendations are to: (1) encourage the inclusion of scores of students with disabilities in accountability systems; (2) offer strategies to states for counting and reporting assessment results of all students; (3) identify a set of guiding principles for including students with disabilities in graduation requirements; (4) urge states to allow testing accommodations, coursework adaptations, and the option of demonstrating skills in alternative ways for students with disabilities; (5) encourage states and districts to form accommodation advisory groups and support training on accommodation; (6) continue to provide examples of alternate assessments and suggest a model for best practice in alternate assessments; (7) highlight best practices in reporting the scores of students with disabilities; and (8) fund projects to examine the effects of interventions on test scores and identify effective interventions. (CR)
Anmerkungen	National Center on Educational Outcomes, College of Education, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455; Tel: 612-626-1530; Fax: 612-624-0879; Web site: www.coled.umn.edu/nceo
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01