Teacher Perceptions of Alternate Assessments Based on Alternate Achievement Standards: Results from a Three-State Survey

Autor/inn/en	Restorff, Diane; Sharpe, Michael; Abery, Brian; Rodriguez, Michael; Kim, Nam Keol
Titel	Teacher Perceptions of Alternate Assessments Based on Alternate Achievement Standards: Results from a Three-State Survey
Quelle	In: Research and Practice for Persons with Severe Disabilities, 37 (2012) 3, S.185-198 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
Schlagwörter	Attitude Measures; Mental Retardation; Teacher Attitudes; State Surveys; Parent Participation; Parent School Relationship; Secondary School Teachers; Alternative Assessment; State Standards; Academic Standards; Language Arts; Mathematics; Academic Achievement; Inclusion; Testing Programs; Accountability + Suchen Sie Ihr Suchwort? Geistige Behinderung; Lehrerverhalten; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Sprachkultur; Mathematik; Schulleistung; Inklusion; Verantwortung
Abstract	The purpose of this study was to investigate teachers' perceptions of the impact of alternate assessments based on alternate achievement standards (AA-AAS). We used a survey of 401 teachers from three states to probe teacher perspectives across a wide range of topics. Our study found teacher perceptions were more universal than state specific. The mathematics and language arts assessments were viewed by teachers more favorably than the science assessments, and alternate academic achievement standards were viewed more favorably than the assessments. We also found that many teachers are incorporating academic content into their instruction; however, only half of the teachers are in favor of including students with significant intellectual disabilities in assessment and accountability programs, with teachers who administer the least complex assessment to students with the most significant intellectual disability less favorable toward their students' inclusion. The study found that most teachers did not perceive a change in student performance, teacher expectations, or parental involvement; however, where changes were reported, the changes were positive. Results suggest that 30% of teachers have no curriculum and none in development; however, when teachers did have a curriculum, they rated it highly. Results of the study are presented, and their implications are discussed. (Contains 9 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10