Literaturnachweis - Detailanzeige
| Autor/inn/en | Thurlow, Martha; Minnema, Jane |
|---|---|
| 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 | States' Out-of-Level Testing Policies. Out-of-Level Testing Report 4. |
| Quelle | (2001), (38 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Accommodations (Disabilities); Academic Standards; Alternative Assessment; Elementary Secondary Education; Evaluation Methods; Policy Formation; State Programs; Student Evaluation; Student Participation; Testing; Alaska; Arizona; California; Connecticut; Delaware; Iowa; Louisiana; North Dakota; South Carolina; Utah; Vermont; West Virginia |
| Abstract | In an attempt to include more students with disabilities in large-scale assessments, 12 states (Alaska, Arizona, California, Connecticut, Delaware, Iowa, Louisiana, North Dakota, South Carolina, Utah, Vermont, and West Virginia) allowed out-of-level testing during the 2000-2001 school year. This report discusses the context of state assessment systems, including the accountability practices in which out-of-level testing is implemented. It then describes specific out-of-level testing policies in those states with policies that allow students to be tested out of level in large-scale assessments. By reviewing all 12 states' policies on out-of-level testing, it was found there was a wide variability across states in both policy content and suggested practices for implementing out-of-level testing at the local level. The report concludes by highlighting four discussion points. First, there is a need to increase the specificity of out-of-level testing policy language to guide testing at the local level in a suitable manner. Second, analyses indicate four labels (accommodations, modifications, nonstandard, and alternate assessment) are used for out-of-level testing across states, but there is little consistency in what the terms mean. Third, what is reflected in state policy may not reflect implementation. Fourth, the long-term effects on students are unknown. (Contains 12 references.) (CR) |
| Anmerkungen | National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Rd., Minneapolis, MN 55455 ($10). Tel: 612-626-1530; Fax: 612-624-0879; Web site: http://www.coled.umn.edu/NCEO. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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