Constructing and Evaluating a Validation Argument for a Next-Generation Alternate Assessment

Autor/inn/en	Clark, Amy K.; Karvonen, Meagan
Titel	Constructing and Evaluating a Validation Argument for a Next-Generation Alternate Assessment
Quelle	In: Educational Assessment, 25 (2020) 1, S.47-64 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clark, Amy K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2019.1702463
Schlagwörter	Alternative Assessment; Test Validity; Test Use; Students with Disabilities; Test Interpretation; Evidence + Suchen Sie Ihr Suchwort? Testvalidität; Testanwendung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Test analysis; Testauswertung; Evidenz
Abstract	Alternate assessments based on alternate achievement standards (AA-AAS) have historically lacked broad validity evidence and an overall evaluation of the extent to which evidence supports intended uses of results. An expanding body of validation literature, the funding of two AA-AAS consortia, and advances in computer-based assessment have supported improvements in AA-AAS validation. This paper describes the validation approach used with the Dynamic Learning Maps® alternate assessment system, including development of the theory of action, claims, and interpretive argument; examples of evidence collected; and evaluation of the evidence in light of the maturity of the assessment system. We focus especially on claims and sources of evidence unique to AA-AAS and especially the Dynamic Learning Maps system design. We synthesize the evidence to evaluate the degree to which it supports the intended uses of assessment results for the targeted population. Considerations are presented for subsequent data collection efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01