Alternate Assessment: Have We Learned Anything New?

Autor/inn/en	Towles-Reeves, Elizabeth; Kleinert, Harold; Muhomba, Monicah
Titel	Alternate Assessment: Have We Learned Anything New?
Quelle	In: Exceptional Children, 75 (2009) 2, S.233-252 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
Schlagwörter	Alternative Assessment; Disabilities; Educational Research; Federal Legislation; Public Policy; Meta Analysis; Accountability + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Bildungsforschung; Pädagogische Forschung; Bundesrecht; Öffentliche Ordnung; Meta-analysis; Metaanalyse; Verantwortung
Abstract	Since the first review of alternate assessment literature by Browder, Spooner, Algozzine, et al. (2003), educational research related to alternate assessment has rapidly expanded as state and federal policies have required the inclusion of students with disabilities, including students with the most significant cognitive disabilities, in state and school accountability indexes. The purpose of this literature review was to examine the empirical studies conducted since the conception of alternate assessment to evaluate the progress made in this area, using a research framework proposed by Browder et al. We discuss future research directions, particularly as these relate to recent changes in federal policy under No Child Left Behind as well as implications for teachers and practitioners. (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10