Content Analysis of Science Performance Indicators in Alternate Assessment

Autor/inn/en	Spooner, Fred; Ahlgrim-Delzell, Lynn; Kohprasert, Kingsorn; Baker, Joshua; Courtade, Ginevra
Titel	Content Analysis of Science Performance Indicators in Alternate Assessment
Quelle	In: Remedial and Special Education, 29 (2008) 6, S.343-351 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932507313014
Schlagwörter	Federal Legislation; Alternative Assessment; Content Analysis; Educational Indicators; Job Performance; Teacher Evaluation; Science Instruction; Alignment (Education); State Surveys; Educational Assessment; Academic Standards; Accessibility (for Disabled) + Suchen Sie Ihr Suchwort? Bundesrecht; Inhaltsanalyse; Educational indicato; Bildungsindikator; Work performance; Arbeitsleistung; Teacher appraisal; Lehrerbeurteilung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Education; assessment; Bewertungssystem; Accessibility; Zugänglichkeit
Abstract	Under the requirement of both the Individuals With Disabilities Education Act (1997) and No Child Left Behind (NCLB; 2002), states are required to provide alternate assessment for students who cannot participate in general curriculum and statewide assessments. According to NCLB, states are required to report the progress of all students in science in the 2007-2008 school year. Due to a lack of research on how to teach science for students with significant cognitive disabilities, states find themselves in a difficult position. The intent of this study was to examine the number of states that included performance indicators (PIs) for science in their alternate assessments. We also investigated how states generate their science PIs linked to the academic areas of the national standards set by the National Science Education Standards (NSES) and how to access these indicators to general curriculum for teaching science to students with significant cognitive disabilities. These findings are discussed with recommendations on how to access these indicators to general curriculum for teaching science to students with significant cognitive disabilities. (Contains 3 tables and 1 note.) (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	2017/4/10