Large-Scale Assessment and Accountability Systems: Positive Consequences for Students with Disabilities. Synthesis Report 51

Autor/inn/en	Ysseldyke, Jim; Dennison, Amanda; Nelson, Ruth
Institution	National Center on Educational Outcomes, Minneapolis, MN.; Council of Chief State School Officers, Washington, DC.; National Association of State Directors of Special Education, Washington, DC.
Titel	Large-Scale Assessment and Accountability Systems: Positive Consequences for Students with Disabilities. Synthesis Report 51
Quelle	(2004), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Testing Programs; Teacher Expectations of Students; High Stakes Tests; Disabilities; Student Participation; Academic Achievement; Academic Standards; Educational Quality; Instructional Effectiveness; Test Results + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulleistung; Quality of education; Bildungsqualität; Unterrichtserfolg
Abstract	When investigators document the consequences of high stakes assessments for students with disabilities, many negative consequences are cited. Both empirical and anecdotal evidence for positive consequences of large-scale high-stakes assessments for students with disabilities were examined for this study. Multiple methodologies were used to gather data on positive consequences: a qualitative media survey; an environmental scan of State Special Education Directors; a focus group; and a national survey on state assessment practices. Four primary positive consequences for students with disabilities were found consistently across all methodologies: (1) increased participation of students with disabilities in testing programs; (2) higher expectations and standards; (3) improved instruction; and (4) improved performance. Secondary findings were found in fewer sources (usually two or three sources) and are as follows: (1) improved assessments; (2) improved diploma options; (3) decreased dropout rates; and (4) increased collaboration and communication between parents and special education and general education teachers. Overall, the findings suggest that large-scale high stakes assessments can have intended and unintended positive consequences for students with disabilities. (ERIC).
Anmerkungen	National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455. Tel: 612-624-8561; Fax: 612-624-0879; Web site: http://education.umn.edu/NCEO.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10