Developing and Improving Modified Achievement Level Descriptors: Rationale, Procedures, and Tools

Autor/inn/en	Quenemoen, Rachel; Albus, Debra; Rogers, Chris; Lazarus, Sheryl
Institution	National Center on Educational Outcomes
Titel	Developing and Improving Modified Achievement Level Descriptors: Rationale, Procedures, and Tools
Quelle	(2010), (75 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Test Construction; Measurement Techniques; Alignment (Education); Guidelines; Alternative Assessment; Academic Achievement; Disabilities; Educational Policy; Accountability; Standards; Special Education; Educational Assessment; Evaluation Methods; Student Evaluation; Testing Accommodations; Educational Testing; Special Needs Students; Federal Legislation; Federal Programs; Educational Indicators + Suchen Sie Ihr Suchwort? Testaufbau; Messtechnik; Richtlinien; Schulleistung; Handicap; Behinderung; Politics of education; Bildungspolitik; Verantwortung; Standard; Special needs education; Sonderpädagogik; Sonderschulwesen; Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Sonderpädagogischer Förderbedarf; Bundesrecht; Educational indicato; Bildungsindikator
Abstract	Some states are developing alternate assessments based on modified achievement standards (AA-MAS) to measure the academic achievement of some students with disabilities (Albus, Lazarus, Thurlow, & Cormier, 2009; Lazarus, Thurlow, Christensen, & Cormier, 2007). These assessments measure the same content as the general assessment for a given grade-level, but the AA-MAS may have different expectations of content mastery than the general assessment, according to federal regulations and guidance. The purpose of this paper is to provide a rationale, procedures, and tools to develop and continuously improve AA-MAS ALDs. As states make decisions on whether and how to develop an AA-MAS, they will also be developing a defense of the choices they make. Filben (2008) documented the early peer review process and outcomes and it is clear that choices made must be built on a complex educational logic reflecting content coverage, complexity, and the characteristics of the potential participants. In this paper, the authors propose a process to guide state work so that stakeholders and policymakers can articulate, from the very beginning, the educational rationale for their choices and the implications of this rationale for the specific design choices they make related to their ALDs. By building on this rationale, involving key policymakers and stakeholders through a systematic process to articulate the underlying logic, and documenting how this logic has influenced state choices using the tools and templates provided, states will have compelling evidence for peer review defense. More importantly, they will have confidence in the educational implications of the choices for students and schools in their state. Appendices include: (1) Side-By-Side Tables of Achievement Level Descriptors for Grade-Level and Modified Assessments; (2) Achievement Level Descriptor Analysis Decision Rules; and (3) Procedures and Tools to Evaluate or Develop AA-MAS ALDs. (Contains 28 tables.) (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