Australian Students with Disabilities Accessing NAPLAN: Lessons from a Decade of Inclusive Assessment in the United States

Autor/inn/en	Elliott, Stephen N.; Davies, Michael; Kettler, Ryan J.
Titel	Australian Students with Disabilities Accessing NAPLAN: Lessons from a Decade of Inclusive Assessment in the United States
Quelle	In: International Journal of Disability, Development and Education, 59 (2012) 1, S.7-19 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2012.654934
Schlagwörter	Academic Achievement; Achievement Rating; Comparative Analysis; Comparative Education; Student Evaluation; Accessibility (for Disabled); Testing Accommodations; Special Needs Students; Testing Programs; Inclusion; Benchmarking; Mainstreaming; Educational Opportunities; Change Strategies; Educational Strategies; Barriers; Educational Innovation; Technology Transfer; Educational Policy; Educational Practices; Testing Problems; Australia; United States + Suchen Sie Ihr Suchwort? Schulleistung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Vergleichende Erziehungswissenschaft; Schulnote; Studentische Bewertung; Accessibility; Zugänglichkeit; Testing process; Accessibility (for disabled); Disabled person; Testdurchführung; Testen; Barrierefreiheit; Behinderter; Sonderpädagogischer Förderbedarf; Inklusion; Bildungsangebot; Bildungschance; Lösungsstrategie; Lehrstrategie; Instructional innovation; Bildungsinnovation; Technologietransfer; Politics of education; Bildungspolitik; Bildungspraxis; Australien; USA
Abstract	Australian legislation and educational policies may espouse, but not yet fully enact, inclusive assessments for all. In relation to the National Assessment Program for Literacy and Numeracy (NAPLAN), for example, almost 5% of students are either exempt or withdrawn. The achievement levels of these students, many of whom have disabilities, are not being accurately benchmarked. In contrast, the United States, for more than a decade, has been developing and applying a range of strategies in an effort to provide assessment for all students. Lessons from these experiences are summarised, and three key strategies are provided, to assist the Australian Curriculum, Assessment, and Reporting Authority (ACARA) and associated testing authorities in promoting the development and implementation of a more effective and inclusive assessment regime for all Australian students. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10