Literaturnachweis - Detailanzeige
| Autor/in | Davies, Michael |
|---|---|
| Titel | Accessibility to NAPLAN Assessments for Students with Disabilities: A "Fair Go" |
| Quelle | In: Australasian Journal of Special Education, 36 (2012) 1, S.62-78 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1030-0112 |
| DOI | 10.1017/jse.2012.7 |
| Schlagwörter | Accessibility (for Disabled); Disabilities; Inclusion; Testing Accommodations; National Competency Tests; Literacy; Numeracy; Foreign Countries; Australia |
| Abstract | A National Assessment Program for Literacy and Numeracy (NAPLAN) that requires assessment of all students in Years 3, 5, 7, and 9 is now firmly established on the Australian educational landscape. Australian legislation and policies promote inclusive assessments for all; however, in relation to NAPLAN, almost 5% of students, many of whom have disabilities, are either exempt or withdrawn. Those students with disabilities that are assessed are provided only basic testing accommodations under special considerations, and the achievement levels of these students are not accurately benchmarked. Lessons from experiences in the United States can assist in the development of a more effective and inclusive assessment regime. A range of strategies, including testing accommodations and modifications, needs to be applied to ensure access to NAPLAN assessment for all students. (As Provided). |
| Anmerkungen | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org/JSE |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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