An Analysis of the Rise and Fall of the AA-MAS Policy

Autor/inn/en	Lazarus, Sheryl S.; Thurlow, Martha L.; Ysseldyke, James E.; Edwards, Lynn M.
Titel	An Analysis of the Rise and Fall of the AA-MAS Policy
Quelle	In: Journal of Special Education, 48 (2015) 4, S.231-242 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466912472237
Schlagwörter	Policy Analysis; Academic Standards; Academic Achievement; Achievement Rating; Alternative Assessment; Testing Accommodations; Student Characteristics; Student Participation; Test Format; Accessibility (for Disabled); Student Placement; Difficulty Level; Educational Diagnosis; Selection Criteria; Elementary Secondary Education; State Policy + Suchen Sie Ihr Suchwort? Politikfeldanalyse; Schulleistung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Testentwicklung; Schülerpraktikum; Schwierigkeitsgrad; Pedagogical diagnostics; Pädagogische Diagnostik; Selection criterion; Auslesekriterium
Abstract	In 2005, to address concerns about students who might fall in the "gap" between the regular assessment and the alternate assessment based on alternate achievement standards (AA-AAS), the U.S. Department of Education announced that states could develop alternate assessments based on modified achievement standards (AA-MAS). This article reports empirical evidence on characteristics of students participating in the AA-MAS, how students were assigned to test types, research on changes in assessment designs over a 4-year period, and changes in rates of participation and proficiency. The results suggest states and districts have struggled with how to appropriately assign students to this test option, and that there is a need to ensure this group of students has access to rigorous standards-based content. It concludes with a discussion of what can be learned from this policy attempt to resolve a very real problem as the United States moves toward the next generation of assessments. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10