Resources: Students with Disabilities in National and Statewide Assessments. State Assessment Series: Minnesota Report 7.

Autor/inn/en	Thurlow, Martha; Hurley, Christine; Spicuzza, Richard; Erickson, Ronald
Institution	Minnesota State Dept. of Children, Families, and Learning, St. Paul.; National Center on Educational Outcomes, Minneapolis, MN.
Titel	Resources: Students with Disabilities in National and Statewide Assessments. State Assessment Series: Minnesota Report 7.
Quelle	(1996), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bibliografie; Disabilities; Educational Assessment; Educational Policy; Elementary Secondary Education; Legal Problems; Psychometrics; Research Needs; Statistical Analysis; Student Attitudes; Student Evaluation; Teacher Attitudes; Test Reliability; Test Validity; Testing Accommodations; Testing Problems; Testing Programs + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Education; assessment; Bewertungssystem; Politics of education; Bildungspolitik; Psychometry; Psychometrie; Forschungsbedarf; Statistische Analyse; Schülerverhalten; Schulnote; Studentische Bewertung; Lehrerverhalten; Testreliabilität; Testvalidität; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	This bibliography provides abstracts of 28 recent (most were published since 1993) books, journal articles, and other documents concerned with testing accommodations for students with disabilities. The emphasis was on studies examining the effects of testing accommodations on the technical integrity of assessment measures. However, the bibliography notes that, currently, comprehensive empirical studies of the effects of testing accommodations are still noticeably absent from the literature, but that three federally supported projects are currently addressing issues related to the assessment of students with disabilities. The literature reviewed is organized into four sections: (1) empirical studies of testing accommodations; (2) legal considerations related to testing and accommodations; (3) teacher and student perceptions of classroom and testing adaptations and modifications; and (4) conceptual issues. Appended are a list of current project titles and recipient organizations. (Contains 49 references from a 1993 bibliography.) (DB)
Anmerkungen	Publications Office, NCEO, 350 Elliott Hall, 75 East River Road, University of Minnesota, Minneapolis, MN 55455; phone: 612-626-1531; fax: 612-624-0879; World Wide Web: http://www.coled.umn.edu/nceo (document may be copied without charge; additional print copies $8).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01