Literaturnachweis - Detailanzeige
| Autor/in | Wiener, Dan |
|---|---|
| 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 | Alternate Assessments Measured against Grade-Level Achievement Standards: The Massachusetts "Competency Portfolio." Synthesis Report 59 |
| Quelle | (2006), (18 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Federal Legislation; Portfolios (Background Materials); Grade 10; Educational Improvement; Disabilities; Competence; Graduation Requirements; Attitudes toward Disabilities; Alternative Assessment; Emotional Disturbances; Accountability; Educational Assessment; Massachusetts; Massachusetts Comprehensive Assessment System |
| Abstract | Alternate assessment acts as a mechanism for inclusion in large-scale educational assessments for those students with disabilities who cannot participate in regular state and district assessments, even with accommodations and modifications. The No Child Left Behind Act of 2001 (NCLB), the Individuals with Disabilities Educational Improvement Act of 2004 (IDEA), and subsequent regulations reinforce the requirement that states develop alternate assessments for students who need them in order to be appropriately included in assessment and accountability systems. To ensure full participation in assessment and accountability systems, whether for NCLB accountability purposes or for graduation or promotion, students with disabilities unable to take statewide paper-and-pencil tests may require alternate assessments. Some of these students have significant cognitive disabilities and are working substantially below the performance expectations of other students in their grade. Sometimes, though, the nature of the student's primary disability is not cognitive, though still complex and significant enough to require an alternate assessment, for example a student with cerebral palsy or an intensive emotional disability. This latter group of students may be working at or close to a performance level comparable with typical peers, but cannot take the on-demand paper-and-pencil test, even with accommodations, due to their disability. The alternate assessments taken by these students must be able to measure their performance against grade-level achievement standards, rather than the alternate achievement standards normally associated with students with the most significant cognitive disabilities. The focus of this discussion is on those students who require alternate assessments based on grade-level achievement standards, and how such alternate assessments can reliably measure their achievement in a manner that is equivalent to students who are taking the regular state assessment for that grade. The Massachusetts Department of Education (the "Department") has developed an alternate assessment based on grade-level achievement standards consisting of a structured portfolio of student work collected over a period of time, and reviewed by experts in the content area. This option can be used for two purposes: (1) to ensure appropriate participation for all students in system accountability for NCLB purposes; and (2) to ensure appropriate assessments for all students for the purpose of competency determination for a diploma. In this paper, the "competency portfolio" is discussed, including how the model was developed and validated, and how a small but growing number of students are using this format as an alternative pathway to participate in the Massachusetts Comprehensive Assessment System (MCAS) and, ultimately, satisfy the state's graduation requirement. Appended is: MCAS-Alt Grade 10 "Competency Portfolio" Requirements in ELA [English language arts] and Math. (Contains 2 figures.) (ERIC). |
| Anmerkungen | National Center on Educational Outcomes. University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://education.umn.edu/NCEO/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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