Status of the States in the Development of Alternate Assessments. Synthesis Report 31.

Autor/inn/en	Thompson, Sandra; Erickson, Ron; Thurlow, Martha; Ysseldyke, James; Callender, Stacy
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	Status of the States in the Development of Alternate Assessments. Synthesis Report 31.
Quelle	(1999), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disabilities; Educational Assessment; Elementary Secondary Education; Evaluation Methods; Outcomes of Education; Policy Formation; Program Development; State Surveys; Student Evaluation; Testing Accommodations; Testing Programs + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Education; assessment; Bewertungssystem; Lernleistung; Schulerfolg; Politische Betätigung; Programmplanung; Schulnote; Studentische Bewertung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	This report discusses the outcomes of a survey that questioned states about their development of alternate assessments for students with disabilities who cannot participate, even with accommodations, in state or district-wide assessment programs. In the survey, states were asked about a variety of developmental features of their alternate assessments. Findings from 37 states indicate: (1) 30 states are working on the identification of curricular or content standards for which an alternate assessment will be developed; (2) 32 states reported progress in the development of eligibility guidelines that will assist local education agencies in making individual determinations about whether a student should take an alternate assessment; (3) 27 states are in the process of identifying specific instruments and approaches for collecting alternate assessment data; (4) 16 states have begun to tackle the establishment of proficiency levels for their alternate assessments; (5) 20 states are determining how scores from alternate assessments should be reported along with scores from their general large-scale assessments; and (6) 10 states with "high stakes" assessments are working on determining how to include scores from students taking alternate assessments. (Contains 10 references.) (CR)
Anmerkungen	National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455 ($10). Tel: 612-624-8561; Fax: 612-624-0879; Web site: http://www.coled.umn.edu/NCEO.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01