Patterns of Statewide Test Participation for Students with Significant Cognitive Disabilities

Autor/inn/en	Saven, Jessica L.; Anderson, Daniel; Nese, Joseph F. T.; Farley, Dan; Tindal, Gerald
Titel	Patterns of Statewide Test Participation for Students with Significant Cognitive Disabilities
Quelle	In: Journal of Special Education, 49 (2016) 4, S.209-220 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466915582213
Schlagwörter	Intellectual Disability; Student Participation; State Surveys; Alternative Assessment; Testing Accommodations; Cohort Analysis; Academic Persistence; Accountability; Longitudinal Studies; Statistical Analysis; Test Format; Reading Tests; Maximum Likelihood Statistics; Middle School Students; Elementary School Students; Comparative Analysis; Regression (Statistics); Student Behavior; Grade 3; Grade 6; Learning Disabilities + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Kohortenanalyse; Verantwortung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Statistische Analyse; Testentwicklung; Lesetest; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Regression; Regressionsanalyse; Student behaviour; Schülerverhalten; School year 03; 3. Schuljahr; Schuljahr 03; School year 06; 6. Schuljahr; Schuljahr 06; Learning handicap; Lernbehinderung
Abstract	Students with significant cognitive disabilities are eligible to participate in two statewide testing options for accountability: alternate assessments or general assessments with appropriate accommodations. Participation guidelines are generally quite vague, leading to students "switching" test participation between years. In this study, we tracked test participation for two cohorts of students with a documented disability over 3 years. Results suggested approximately 25% of students who initially took the alternate assessment switched test type at least once, although patterns of switching were not consistent across disabilities. Students on the performance "bubble" were more likely to switch test participation. Test switching poses challenges for monitoring students' academic growth within accountability frameworks. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01