Analysis of Growth on State Tests for Students with Significant Cognitive Disabilities. Technical Report #1311

Autor/inn/en	Farley, Dan; Saven, Jessica L.; Tindal, Gerald; Nese, Joseph F. T.
Institution	University of Oregon, Behavioral Research and Teaching (BRT)
Titel	Analysis of Growth on State Tests for Students with Significant Cognitive Disabilities. Technical Report #1311
Quelle	(2013), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Alternative Assessment; Academic Achievement; Achievement Gains; Models; Disabilities; Academic Standards; Educational Indicators; Federal Programs; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Measurement; Oregon + Suchen Sie Ihr Suchwort? Schulleistung; Achievement gain; Leistungssteigerung; Analogiemodell; Handicap; Behinderung; Educational indicato; Bildungsindikator; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Messverfahren
Abstract	Alternate assessments based on alternate achievement standards are designed to measure the academic achievement of students with the most significant cognitive disabilities. Because this population has not previously been included in large-scale testing programs, these assessments present unique measurement challenges. Probably the most significant issue is the inherent need for individualization in item presentation and response while maintaining rigorous levels of standardization. Additional measurement challenges are presented as states move toward implementation of growth models for accountability. In this report, we discuss four approaches to modeling the growth of students with significant cognitive disabilities. We apply several variations of transition matrix growth modeling for one state's alternate assessments and discuss the measurement challenges and policy considerations related to our findings. (As Provided).
Anmerkungen	Behavioral Research and Teaching. 175 Lokey Education 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689; Web site: http://www.brtprojects.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10