An Updated State Guide to Universally Designed Assessments. NCEO Report 431

Autor/inn/en	Lazarus, Sheryl S.; Johnstone, Christopher J.; Liu, Kristin K.; Thurlow, Martha L.; Hinkle, Andrew R.; Burden, Kathryn
Institution	National Center on Educational Outcomes (NCEO); Applied Engineering Management Corporation (AEM); Council of Chief State School Officers (CCSSO); National Association of State Directors of Special Education (NASDSE); WestEd; Center for Parent Information & Resources (CPIR)
Titel	An Updated State Guide to Universally Designed Assessments. NCEO Report 431
Quelle	(2022), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Alternative Assessment; Educational Assessment; Test Construction; Summative Evaluation; Reading Tests; Language Arts; Mathematics Tests; Science Tests; Academic Achievement; Academic Standards; Language Proficiency; Test Items; Usability; Readability; Test Bias; Accessibility (for Disabled); Compliance (Legal); Testing Accommodations + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Testaufbau; Lesetest; Sprachkultur; Schulleistung; Language skill; Language skills; Sprachkompetenz; Test content; Testaufgabe; Lesbarkeit; Testkritik; Accessibility; Zugänglichkeit; Testing process; Accessibility (for disabled); Disabled person; Testdurchführung; Testen; Barrierefreiheit; Behinderter
Abstract	This "Guide" is an update to the State Guide to Universally Designed Assessments produced by the National Center on Educational Outcomes (NCEO) in 2006 (Johnstone et al.). It provides a brief overview of what a universally designed assessment is, followed by a set of steps for states to consider when designing and developing, or revising, their summative assessments. The focus of this "Guide" is states' summative assessments--general content assessments of reading/language arts, mathematics, science, and other content; alternate assessments based on alternate academic achievement standards (AA-AAAS); English language proficiency (ELP) assessments; and alternate-ELP assessments. The purpose of this "Guide" is to provide states with strategies for designing tests from the very beginning. The objective is to create tests that present an accurate measure of the knowledge and skills of diverse student populations. (ERIC).
Anmerkungen	National Center on Educational Outcomes. University of Minnesota, 207 Pattee Hall, 150 Pillsburg Drive Southeast, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: https://nceo.info/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01