Download or read book Alignment Analysis and Content Validity of Wisconsin Alternate Assessment for Students with Disabilities written by Andrew T. Roach and published by . This book was released on 2003 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Alignment Analysis and Content Validity of the Wisconsin Assessment for Students with Disabilities WCER Working Paper No 2003 2 written by Andrew T. Roach and published by . This book was released on 2003 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary purpose of the investigation was to determine the extent to which (a) the Wisconsin Alternate Assessment (WAA) adequately measures the skills and concepts that make up the curriculum and instruction of students with significant disabilities; and (b) the WAA adequately measures the concepts and skill areas represented in Wisconsin's Model Academic Standards. Pearson correlations between the importance ratings of WAA items by the WAA Leadership Team (N = 10) and (a) the rates of WAA item applicability (i.e., the percentage of field trial cases in which each WAA item was rated applicable to the student's curriculum and instruction) and (b) individualized education program (IEP) alignment provided moderate to strong support for the correspondence between educators' instructional priorities and the actual curriculum in students' classrooms. A similar analysis of the correlation between the item importance ratings of field trial teachers (N = 40) and the frequency of WAA item applicability and IEP alignment provided similar results. Mean responses on specific items from a survey of the field trial teachers and parents also supported the correspondence between WAA items and the content of students' instruction. Expert panel members' (N = 10) ratings, gathered as part of the WAA Alignment Institute, indicated the WAA generally meets the criteria developed by Webb (1997) for acceptable alignment between assessments and curriculum expectations. Additional support for the correspondence of WAA items to Wisconsin's Model Academic Standards was provided by (a) Pearson correlations between students' WAA scores and their performance on two nationally normed rating scales and (b) mean responses to relevant items from field trial teacher and parent surveys. The following are appended: (1) WAA Participation Checklist; (2) WAA Teacher and Parent Surveys; (3) WAA Alignment Institute Item Coding Forms; and (4) WAA Alignment Institute Depth-of-Knowledge Criteria. (Contains 18 tables and 1 figure.)[The research reported in this paper was supported in part by the Wisconsin Center for Education Research, School of Education, University of Wisconsin--Madison.].

Download or read book The Wisconsin Alternate Assessment for Students with Disabilities written by Andrew T. Roach and published by . This book was released on 2005 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Alternate Assessments Based on Alternate Achievement Standards written by William D. Schafer and published by Paul H Brookes Publishing. This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Discover what really works in alternate assessment based on alternate achievement standards. This book gathers cutting-edge knowledge and best practices in seven states to help readers work toward accurate assessment of students with severe disabilities.

Download or read book Lessons from the Field written by Gabriella C. Gonzalez and published by Rand Corporation. This book was released on 2009-03-31 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: Central to Qatar's education reform was the development of internationally benchmarked curriculum standards and standards-based assessments in four subjects: Arabic, English as a foreign language, mathematics, and science. This report recounts the development of Qatar's standards-based student assessment system, providing important lessons learned for Qatar and other countries that are seeking to implement similar measures on a large scale.

Download or read book Alignment Analysis and Standard Setting Procedures for Alternate Assessments Working Paper No 2004 1 written by Andrew T. Roach and published by . This book was released on 2004 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper provides an overview of the methods and results of alignment analyses and standard-setting procedures used in investigations conducted during the development of alternate assessments in two states: Wisconsin and Idaho. To meet the assessment and accountability mandates contained in the Individuals With Disabilities Education Act Amendments of 1997 (IDEA '97) and the No Child Left Behind (NCLB) Act, policymakers and test developers need to conduct two types of investigations: (a) analyses of the alignment between assessments and state standards and (b) standard-setting procedures to determine appropriate cut scores for proficient performance. Application of a nationally recognized alignment procedure (Webb, 2002) and a modification of a widely used standard-setting procedure (Lewis, Mitzel, & Green, 1996) to alternate assessments are outlined. (Contains 9 tables.).

Download or read book Alternate Assessment of Students with Significant Cognitive Disabilities written by Icylin Leslie Harding and published by Xlibris Corporation. This book was released on 2016-08-20 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are increasing demands of accountability for improved student achievement, hence the challenges for governments, school systems, and educators to promote the development of teacher preparation and educational practices that assimilate precise strategies and alternate assessment tools for effective use in the classroom. This research study looks at the level and type of preparation given to teachers prior to the administering of the alternate assessment offered to students with significant cognitive disabilities to indicate students contribution to the schools academic progress or failure. Results of this study provide informative guidelines to all stakeholders in the business of training and preparing teachers to become more knowledgeable and efficient and hence demonstrate positive attitude toward this form of assessment.

Download or read book Educational Assessment and Accountability for All Students written by Stephen N. Elliott and published by . This book was released on 2000 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: This guide provides information about the assessment and inclusion of all students in statewide and district assessment programs. In particular, it focuses on tactics for including students with disabilities in assessment to achieve a more complete picture of student learning and educational accountability. It is designed to help Wisconsin educators become familiar with the state's academic content standards and knowledgeable of the general content of tests in the Wisconsin Student Assessment System, so that they can actualize the requirements of the recently reauthorized Individuals with Disabilities Education Act and the potential of standards-based education for all students. In addition, the book provides detailed information on the state's testing guidelines, the valid use of testing accommodations and alternate assessments, and how to communicate these assessment results to educational stakeholders. Specific chapters include: (1) "Educational Assessment Today"; (2) "Characteristics of Good Assessment"; (3) "Understanding and Using the Wisconsin Student Assessment System"; (4) "Facilitating the Participation of All Students in Assessments"; and (5) "Best Practices in Assessment Programs for Educational Accountability." Appendices include standards for teacher competence in educational assessment of students, guidelines for testing procedures, and a code of fair testing practices in education. (Chapters include references.) (CR)

Download or read book Fairness in Educational and Psychological Testing Examining Theoretical Research Practice and Policy Implications of the 2014 Standards written by Jessica L. Jonson and published by American Educational Research Association. This book was released on 2022-06-01 with total page 466 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines scholarship, best practice methodologies, and examples of policy and practice from various professional fields in education and psychology to illuminate the elevated emphasis on test fairness in the 2014 Standards for Educational and Psychological Testing. Together, the chapters provide a survey of critical and current issues with a view to broadening and contextualizing the fairness guidelines for different types of tests, test takers, and testing contexts. Researchers and practitioners from school psychology, clinical/counseling psychology, industrial/organizational psychology, and education will find the content useful in thinking more acutely about fairness in testing in their work. The book also has chapters that address implications for policy makers, and, in some cases, the public. These discussions are offered as a starting point for future scholarship on the theoretical, empirical, and applied aspects of fairness in testing particularly given the ever-increasing importance of addressing equity in testing.

Download or read book Teaching Students with Moderate and Severe Disabilities written by Diane M. Browder and published by Guilford Press. This book was released on 2011-07-06 with total page 449 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book has been replaced by Teaching Students with Moderate and Severe Disabilities, Second Edition, 978-1-4625-4238-3.

Download or read book Handbook of Accessible Instruction and Testing Practices written by Stephen N. Elliott and published by Springer. This book was released on 2018-03-08 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Second Edition of this handbook provides comprehensive coverage of the concept of accessibility and its application to the design and implementation of instruction and tests with all students. It updates and expands on its original contents and responds to the increasing demand for research-based evidence of accessible instruction and testing practices from the professional community. Chapters explore how outcomes are affected when essential features or components of instructional materials and tests are not accessible to any portion of the student population. The handbook addresses the new set of Standards for Educational and Psychological Testing that was published in 2014 as well as requirements for a high level of access for all interim and summative tests by national testing consortiums. In addition, the handbook describes how the Center for Applied Special Technology (CAST) has continued to advance Universal Design for Learning (UDL) principles in mainstream education with teachers of all types of students, not just students with disabilities. Topics featured in this text include: A summary of U.S. policies that support inclusive assessment for students with disabilities. An overview of international policies that support inclusive assessments. Designing, developing, and implementing an accessible computer-based national assessment system. Universal Design for Learning (UDL) principles and the future of assessment. Recent advancements in the accessibility of digitally delivered educational assessments. The Handbook of Accessible Instruction and Testing Practices, Second Edition is an essential reference for researchers, practitioners, and graduate students in education and allied disciplines, including child and school psychology; assessment, testing and evaluation; social work; and education policy and politics.

Download or read book Encyclopedia of Measurement and Statistics written by Neil J. Salkind and published by SAGE. This book was released on 2007 with total page 1417 pages. Available in PDF, EPUB and Kindle. Book excerpt: Publisher Description

Download or read book Validity Evidence for Alternate Assessment Based on Analysis of Individualized Education Programs and Curriculum Alignment written by Meagan Karvonen and published by . This book was released on 2004 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Research and Practice for Persons with Severe Disabilities written by and published by . This book was released on 2006 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Journal of Disability Policy Studies written by and published by . This book was released on 2006 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book National Standards in American Education written by Diane Ravitch and published by Brookings Institution Press. This book was released on 1995 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines the idea of national standards and assesssments in American education; reviews evidence about student achievement in the United States; and analyzes the prospects for a national system of standards and assessments.

Download or read book Identification of Learning Disabilities written by Renee Bradley and published by Routledge. This book was released on 2002-12-18 with total page 914 pages. Available in PDF, EPUB and Kindle. Book excerpt: Identification of Learning Disabilities: Research to Practice is the remarkable product of a learning disabilities summit conference convened by the Office of Special Education Programs (OSEP) in August 2001 and the activities following that summit. Both the conference and this book were seen as important preludes to congressional reauthorization of the historic Individuals With Disabilities Education Act (IDEA) scheduled for 2002 and subsequent decision making surrounding implementation. The OSEP conference brought together people with different perspectives on LD (parents, researchers, practitioners, and policymakers) and resulted in this book, which examines the research on nine key issues concerning the identification of children with learning disabilities. Coverage includes alternative responses to treatment, classification approaches, processing deficit models, and approaches to decision making. Chapter Structure-- Each of the first nine chapters is organized around a lengthy, issue-oriented paper, which presents the most current research on that topic. These primary papers are then followed by four respondent papers that reflect a variety of viewpoints on the topic. Summarizing Chapter -- A small group of researchers (listed in the final chapter) dedicated an enormous amount of time to summarizing the research and developing key consensus statements regarding the identification of children with learning disabilities. Their work is sure to have a tremendous impact on future discussions in this area. Expertise-- The following well-known scholars have helped summarize the vast amount of research presented in this book as well as the consensus statements derived therefrom: Lynne Cook, Don Deshler, Doug Fuchs, Jack M. Fletcher, Frank Gresham, Dan Hallahan, Joseph Jenkins, Kenneth Kavale, Barbara Keogh, Margo Mastopieri, Cecil Mercer, Dan Reschley, Rune Simeonsson, Joe Torgesen, Sharon Vaughn, and Barbara Wise.