Focus Group Input on Students with Disabilities and Minnesota's Basic Standards Tests. State Assessment Series: Minnesota Report 3.

Autor/inn/en	Spicuzza, Richard; Erickson, Ronald; Thurlow, Martha; Hurley, Christine
Institution	Minnesota State Dept. of Children, Families, and Learning, St. Paul.; National Center on Educational Outcomes, Minneapolis, MN.
Titel	Focus Group Input on Students with Disabilities and Minnesota's Basic Standards Tests. State Assessment Series: Minnesota Report 3.
Quelle	(1996), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Standards; Accountability; Achievement Tests; Disabilities; Educational Assessment; Elementary Secondary Education; Evaluation Methods; Focus Groups; Information Needs; Minimum Competency Testing; Outcomes of Education; School Districts; State Programs; Student Evaluation; Student Participation; Testing Accommodations; Testing Problems + Suchen Sie Ihr Suchwort? Verantwortung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Handicap; Behinderung; Education; assessment; Bewertungssystem; Information need; Informationsbedürfnis; Lernleistung; Schulerfolg; School district; Schulbezirk; Regierungsprogramm; Schulnote; Studentische Bewertung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	This report describes the findings of two half-day focus group meetings that discussed experiences and concerns about the participation of students with disabilities in Minnesota's Basic Standards Exams. The focus groups included test coordinators, general classroom teachers, and special education teachers. The report discusses: (1) experiences during the Spring 1996 testing, including information on the level of participation by students with disabilities, how participation decisions were made, and provision accommodations; (2) suggestions for future test administration, including information on district decision making processes and determining levels of participation; (3) future district needs, including the need for information about the performance of students with disabilities on the tests separate from students in general education, more information about the tests, training and support from the state for both school personnel and parents, and other needs; and (4) district concerns, including general concerns about Basic Standards Tests, Basic Standards Test accommodations for written composition, resources for accommodations, focus on remedial efforts to pass the tests at the expense of other types of learning experiences, use of data, equity issues, and other concerns. (CR)
Anmerkungen	National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455; phone: 612-626-1530; fax: 612-624-0879; World Wide Web: http://www.coled.umn.edu/NCEO (document may be copied without charge, additional print copies $5).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC