Literaturnachweis - Detailanzeige
| Autor/inn/en | Ysseldyke, Jim; Nelson, J. Ruth; Christenson, Sandra; Johnson, David R.; Dennison, Amanda; Triezenberg, Heidi; Sharpe, Michael; Hawes, Maureen |
|---|---|
| Titel | What We Know and Need to Know about the Consequences of High-Stakes Testing for Students with Disabilities |
| Quelle | In: Exceptional Children, 71 (2004) 1, S.75 (21 Seiten)Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0014-4029 |
| Schlagwörter | Outcomes of Education; Educational Objectives; Testing; Individualized Instruction; Individualized Education Programs; Individualized Programs; High Stakes Tests; Attitudes toward Disabilities |
| Abstract | Many positive and negative consequences of high-stakes testing for students with disabilities are alleged. Yet, there is little evidence on actual consequences. Both anecdotal and empirical evidence were reviewed with regard to increased participation in assessment, raised expectations, provision of appropriate assessment accommodations, alignment of individualized education programs (IEPs) to standards and assessments, improved access to general education, improved instruction, changes in promotion and grade advancement decisions, graduation and diploma options, test stress, and improved educational outcomes. Data needed to make judgments about intended and unintended consequences of high-stokes testing are also analyzed. (Author). |
| Anmerkungen | Council for Exceptional Children, 1110 North Glebe Road, Suite 300, Arlington, VA 22201-5704. Web site: http://www.cec.sped.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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