Using General Education Student Data to Calibrate a Mathematics Alternate Assessment Based on Modified Academic Achievement Standards

Autor/in	Jung, Eunju
Titel	Using General Education Student Data to Calibrate a Mathematics Alternate Assessment Based on Modified Academic Achievement Standards
Quelle	In: Exceptionality, 20 (2012) 3, S.143-162 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2012.693022
Schlagwörter	Learning Problems; Test Results; General Education; Eligibility; Alternative Assessment; Academic Achievement; Disabilities; Grade 8; Inferences; Federal Legislation; Educational Legislation; Standards; Mathematics; Mathematics Instruction; Mathematics Education; Scores; Accountability; Grade 6; Grade 7; Comparative Analysis; Sample Size + Suchen Sie Ihr Suchwort? Lernproblem; Allgemein bildendes Schulwesen; Allgemeinbildung; Eignung; Schulleistung; Handicap; Behinderung; School year 08; 8. Schuljahr; Schuljahr 08; Inference; Inferenz; Bundesrecht; Bildungsrecht; Schulgesetz; Standard; Mathematik; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Verantwortung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07
Abstract	The U.S. Department of Education released regulations governing the development of alternate assessments for students with persistent learning problems who are eligible for Modified Academic Achievement Standards (MAAS) in 2007. To date, state regular assessments or alternate assessments based on Alternate Academic Achievement Standards have not provided these students valid test scores for accountability and other inferences. Collecting a representative sample has been a major challenge in developing accurate alternate assessments for MAAS-eligible students because these students comprise a very small percentage of the student population. The present study investigated the sampling procedure used to develop mathematics alternate assessment items for eighth grade MAAS students. Specifically, the test results from general education students in sixth and seventh grades were compared to those from MAAS-eligible students in eighth grade. The results of this study revealed that using data obtained from general education students in lower grade levels may be an appropriate and efficient method for designing alternate assessment items and suggested new procedures for developing MAAS assessments. (Contains 5 tables and 5 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10