Including Alternate Assessment Results in Accountability Decisions. NCEO Policy Directions. [Report No.: No-13

Autor/inn/en	Quenemoen, Rachel; Thurlow, Martha
Institution	National Center on Educational Outcomes, Minneapolis, MN.
Titel	Including Alternate Assessment Results in Accountability Decisions. NCEO Policy Directions. [Report No.: No-13
Quelle	(2002), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Accountability; Achievement Tests; Disabilities; Educational Assessment; Educational Testing; Elementary Secondary Education; Evaluation Methods; Policy Formation; Scoring; State Programs; Student Evaluation; Testing Accommodations + Suchen Sie Ihr Suchwort? Verantwortung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Handicap; Behinderung; Education; assessment; Bewertungssystem; Politische Betätigung; Bewertung; Regierungsprogramm; Schulnote; Studentische Bewertung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	Alternate assessments provide a mechanism for students with complex disabilities to be included in assessment systems. An integral part of maximizing the benefits of assessing students is to include the results of alternate assessments in school accountability systems. This report addresses policy options for including the results of alternate assessments in school accountability systems. Options include: (1) scale the results so that the value awarded for achievement levels on the alternate are the same or similar to the value awarded for achievement levels on the general assessment; or (2) scale the results so that the achievement levels on the alternate assessment are at the lower end of the scale and achievement levels on the general assessment are at the upper end of the scale. Examples of Option 1 approaches used in several states are provided, including having an alternate assessment with different labels and counting rules, having two alternate assessments counted differently, and having an alternate assessment with the same labels and same counting. The report concludes by stressing the importance of including all students in accountability systems and of monitoring the actual effects of various approaches. (CR)
Anmerkungen	National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Rd., Minneapolis, MN 55455 ($3.50). For full text: http://education.umn.edu/NCEO/OnlinePubs/Policy13.htm.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01