ERIC Number: ED381986
Record Type: RIE
Publication Date: 1995-Jun
Reference Count: N/A
National and State Perspectives on Performance Assessment. ERIC Digest E532.
This digest examines issues concerning performance assessment of students receiving special education services. Issues addressed are: (1) need to infuse performance assessment into national programs including the National Assessment of Educational Progress (NAEP) and the National Adult Literacy Survey (NALS); (2) current lack of inclusion of students with disabilities in the NAEP and the NALS assessment programs due to exclusive guidelines and a lack of accommodations; (3) suggestions for increasing participation of students with disabilities in national assessments (such as clarification of guidelines and use of reasonable accommodations and adaptations); (4) need to infuse performance assessment into state programs; (5) current exclusion of students with disabilities on most statewide assessments; and (6) suggestions for increasing the participation of students with disabilities in statewide assessments (such as including students with disabilities in pilot tests and consideration of equity issues in crafting the assessments). (DB)
Descriptors: Disabilities, Educational Assessment, Elementary Secondary Education, National Programs, Performance, Performance Based Assessment, Special Needs Students, Standards, State Programs, Student Evaluation, Student Participation
Clearinghouse on Disabilities and Gifted Education, Council for Exceptional Children, 1920 Association Dr., Reston, VA 22091-1589 ($1 each; minimum order $5 prepaid).
Publication Type: ERIC Publications; Opinion Papers; ERIC Digests in Full Text
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Council for Exceptional Children, Reston, VA.; ERIC Clearinghouse on Disabilities and Gifted Education, Reston, VA.
Identifiers: ERIC Digests; National Adult Literacy Survey (NCES); National Assessment of Educational Progress
Note: Derived from "National and State Perspectives on Performance Assessment and Students with Disabilities," by Martha L. Thurlow; see ED 375 567.