Self-Study Guide for the Development of Statewide Assessments That Include Students with Disabilities.

Autor/inn/en	Thurlow, Martha; und weitere
Institution	National Center on Educational Outcomes, Minneapolis, MN.
Titel	Self-Study Guide for the Development of Statewide Assessments That Include Students with Disabilities.
Quelle	(1996), (61 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Bibliografie; Accessibility (for Disabled); Disabilities; Educational Assessment; Educational Planning; Elementary Secondary Education; Guidelines; Inclusive Schools; Mainstreaming; Outcomes of Education; Program Development; Regular and Special Education Relationship; Self Evaluation (Groups); State Surveys; Student Evaluation; Student Participation; Testing Accommodations + Suchen Sie Ihr Suchwort? Accessibility; Zugänglichkeit; Handicap; Behinderung; Education; assessment; Bewertungssystem; Bildungsplanung; Richtlinien; Inclusive school; Integrative Schule; Lernleistung; Schulerfolg; Programmplanung; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Schulnote; Studentische Bewertung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Testing process; Accessibility (for disabled); Disabled person; Testdurchführung; Testen; Barrierefreiheit; Behinderter
Abstract	This guide presents eight steps to help states develop educational assessment programs that include students with disabilities and comply with the Individuals with Disabilities Education Act. Introductory material identifies reasons that states have excluded students with disabilities from their assessment programs. Three key aspects to setting state assessment policies and procedures are enumerated: participation in assessment, assessment accommodations, and reporting of results. Next, each step to follow in the self-study is described in a separate chapter: (1) consider your assessment context; (2) decide what you want to do; (3) develop guidelines about participation in assessments; (4) develop guidelines about assessment accommodations; (5) coordinate procedures for making participation and accommodation decisions; (6) develop guidelines about reporting results of state assessments; (7) implement revised assessment policies and procedures; and (8) evaluate implementation and effects. These chapters often include worksheets, examples of existing state guidelines and practices, and formative evaluation suggestions. A listing of Regional Educational Laboratories, Regional Resource Centers, and Comprehensive Regional Assistance Centers is attached. (Contains an annotated bibliography of 27 references). (DB)
Anmerkungen	NCEO Publications Office, 350 Elliott Hall, 75 East River Road, University of Minnesota, Minneapolis, MN 55455; telephone: 612-626-1530; fax: 612-624-0879 ($10).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01