Assumptions in Alternate Assessment: An Argument-Based Approach to Validation

Autor/inn/en	Goldstein, Jessica; Behuniak, Peter
Titel	Assumptions in Alternate Assessment: An Argument-Based Approach to Validation
Quelle	In: Assessment for Effective Intervention, 36 (2011) 3, S.179-191 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508410392208
Schlagwörter	Testing Programs; State Programs; Alternative Assessment; Test Validity; State Standards; Severe Disabilities; Check Lists; Formative Evaluation; Summative Evaluation; Severe Mental Retardation; Test Construction + Suchen Sie Ihr Suchwort? Regierungsprogramm; Testvalidität; Severe disability; Schwerbehinderung; Checkliste; Testaufbau
Abstract	State-level testing programs continue to grow, and the challenge of validation does not wane. Although more than a decade has passed since the 1999 Joint Standards for Educational and Psychological Testing set out a call for the organization of validity evidence into validity arguments, practical examples of such arguments are not readily available for the research community. The purpose of this article is to demonstrate a validity argument for a large-scale alternate assessment, using one state program as a model. Specifically, the authors review the documented purposes of the assessment program and the assumptions related to teaching and learning subsumed within those purpose statements. Potential sources of evidence to support or refute those assumptions are also presented. (Contains 1 figure and 1 table.) (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