Characteristics of States' Alternate Assessments Based on Modified Academic Achievement Standards in 2008. Synthesis Report 72

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Autor/inn/en	Albus, Deb; Lazarus, Sheryl S.; Thurlow, Martha L.; Cormier, Damien
Institution	National Center on Educational Outcomes
Titel	Characteristics of States' Alternate Assessments Based on Modified Academic Achievement Standards in 2008. Synthesis Report 72
Quelle	(2009), (57 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Federal Legislation; Educational Objectives; Outcomes of Education; Academic Achievement; Disabilities; Test Construction; Alternative Assessment; Educational Legislation; Individualized Education Programs; Federal Regulation; Federal Programs; Special Education; Academic Standards; Academic Accommodations (Disabilities); Student Evaluation; Testing Accommodations; State Programs; California; Connecticut; Kansas; Louisiana; Maryland; North Carolina; North Dakota; Oklahoma; Texas + Suchen Sie Ihr Suchwort? Bundesrecht; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Schulleistung; Handicap; Behinderung; Testaufbau; Bildungsrecht; Schulgesetz; Individualized education program; Individualisierendes Lernen; Bundeskompetenz; Special needs education; Sonderpädagogik; Sonderschulwesen; Schulnote; Studentische Bewertung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Regierungsprogramm; Kalifornien
Abstract	In April 2007, Federal No Child Left Behind regulations were finalized that provided states with additional flexibility for assessing some students with disabilities. The regulations allowed states to offer another assessment option, alternate assessments based on modified academic achievement standards (AA-MAS). States are not required to have this assessment. According to the regulations, this option is for a small number of students with Individual Education Programs (IEPs) who even with appropriate grade level academic instruction are unlikely to reach grade-level proficiency within the year covered by an IEP. The National Center on Educational Outcomes (NCEO) has been tracking and analyzing the characteristics of states' AA-MAS since 2007. This is the second annual update. The previous NCEO report on test design for AA-MAS (Lazarus, Thurlow, Christensen & Cormier, 2007) indicated that five states offered an assessment they considered to be an AA-MAS in 2007: Kansas, Louisiana, North Carolina, North Dakota, and Oklahoma. In addition, Maryland indicated it was in process of developing an AA-MAS. In 2008, there were three more states that had an assessment they considered to be an AA-MAS: California, Connecticut, and Texas. As of March 2009, none of the states had successfully completed the U.S. Department of Education's peer review process. As of the publication date, one state (Texas) had received approval. States' AA-MAS's differed in a number of ways from their regular assessments. In 2008, the AA-MAS of all nine states used a multiple-choice format. Some states' assessments also included constructed response or writing prompts. And in 2008, two states included performance-based tasks. Design elements differentiating the AA-MAS from a state's regular assessment included fewer items on the test, removing a distractor, shorter passages, fewer passages, and simplified language. More than half of the states had fewer items per page on the AA-MAS than on the regular assessment. Analysis of states' regular assessment blueprints compared to those of AA-MAS showed some differences in the patterns of emphasis across grade levels. Three appendices are included: (1) State Documents Used in Analysis; (2) AA-MAS Characteristics by State; and (3) Percentages of Items by Elementary, Middle and High School Representative Grade. (Contains 18 tables and 6 figures.) [This report was funded with partial support from the Multi-state GSEG Toward a Defensible AA-MAS and the Alabama GSEG projects.] (ERIC).
Anmerkungen	National Center on Educational Outcomes. University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://www.cehd.umn.edu/nceo
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10