Growth Models for Students with Significant Cognitive Disabilities. Research Brief 1

Autor/inn/en	Farley, Dan; Saven, Jessica L.; Tindal, Gerald
Institution	National Center on Assessment and Accountability for Special Education (NCAASE)
Titel	Growth Models for Students with Significant Cognitive Disabilities. Research Brief 1
Quelle	(2013), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Alternative Assessment; Academic Standards; Intellectual Disability; Accountability; Growth Models; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Oregon + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Verantwortung; 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
Abstract	Alternate assessments based on alternate achievement standards (AA-AAS) are designed to measure the academic achievement of students with the most significant cognitive disabilities (SWSCDs). AA-AAS present unique measurement challenges because of the inherent need for individualization in item presentation and response, combined with expectations for rigorous levels of standardization. Additional measurement challenges are presented as states move toward implementation of growth models for accountability. This brief addresses some decisions that states face as growth models with AA-AAS are implemented. (As Provided).
Anmerkungen	National Center on Assessment and Accountability for Special Education. 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689. Web site: http://ncaase.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01