State Alternate Assessments: Status as IDEA Alternate Assessment Requirements Take Effect. Synthesis Report 35.

Autor/inn/en	Thompson, Sandra J.; Thurlow, Martha L.
Institution	National Center on Educational Outcomes, Minneapolis, MN.; Council of Chief State School Officers, Washington, DC.; National Association of State Directors of Special Education, Alexandria, VA.
Titel	State Alternate Assessments: Status as IDEA Alternate Assessment Requirements Take Effect. Synthesis Report 35.
Quelle	(2000), (68 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disabilities; Educational Assessment; Elementary Secondary Education; Evaluation Methods; National Surveys; Performance Based Assessment; Policy Formation; Regular and Special Education Relationship; State Programs; Student Evaluation; Test Construction; Test Content + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Education; assessment; Bewertungssystem; Leistungsermittlung; Politische Betätigung; Regierungsprogramm; Schulnote; Studentische Bewertung; Testaufbau; Testaufgabe
Abstract	An online survey investigated the development of alternate assessments for students with disabilities who cannot participate in state and district-wide assessment programs. Responses from all 50 states, American Samoa, Bureau of Indian Affairs, Marshall Islands, Virgin Islands, and Washington, D.C. found there is a divergence in who is involved in the development of alternate assessments that is reflected in the nature of the standards and the approach taken by states. While many states included state and local special and general educators in the design of their alternate assessment systems, a small number viewed alternate assessment development as a special education initiative. The most prevalent alternate assessment approach is the collection of a body of evidence that assesses functional indicators of progress toward state standards using a variety of performance-based assessment strategies. Nine states plan to base their alternate assessment on separate standards or skill sets that are not linked to general education standards. Although only a few states are actually implementing their alternate assessments statewide, most states are close to being ready to do so. The survey found that the areas of greatest need for development are scoring procedures and how data will be reported. (Contains 10 references.) (CR)
Anmerkungen	National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Rd., Minneapolis, MN 55455; Tel: 612-624-8561; Fax: 612-624-0879; Web site: http://www.coled.umn.edu/NCEO ($20).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC