Motivated by the multiple-measures clause of recent federal policy regarding student eligibility for alternate assessments based on modified academic achievement standards (AA-MASs), this study examined how scores or combinations of scores from a diverse set of assessments predicted students' end-of-year proficiency status on statewide…

State-level testing programs continue to grow, and the challenge of validation does not wane. Although more than a decade has passed since the 1999 Joint Standards for Educational and Psychological Testing set out a call for the organization of validity evidence into validity arguments, practical examples of such arguments are not readily…

While formal, standardized assessment instruments provide valuable and necessary information about students' various abilities and skills, the use of informal and qualitative assessment approaches has the benefit of leading directly to instruction based squarely on an individual student's needs, strengths, and existing skills. This article…

Accurate spelling is a complex act that requires cognitive and linguistic knowledge of the phonological, morphological, syntactical, and semantic principles of our language. Students with disabilities frequently exhibit spelling difficulties related to language learning disorders and inefficient cognitive processing. These difficulties often are…

Written language is a complex set of skills that facilitate communication and that are developed in a predictable sequence. It is therefore possible to analyze current skills, identify deficits, plan interventions, and determine the effectiveness of the intervention. To effectively accomplish these tasks, educators need to choose appropriate…

Including students with disabilities in the new standards and accountability systems is one of the key challenges facing school districts around the nation. In this article, the authors first address the evolving assessment and accommodations requirements of both the No Child Left Behind Act of 2001 (NCLB) and the Individuals with Disabilities…

In this article, the authors highlight the impact of alternate assessment on curriculum content for students with severe disabilities. Alternate assessment is a requirement of the Individuals with Disabilities Education Act (IDEA) Amendments of 1997 and the No Child Left Behind Act (NCLB) of 2001 to ensure that students with the most significant…

Based on recent federal legislation, alternate assessments for students with disabilities may now be based on alternate achievement standards, modified achievement standards, or grade-level achievement standards. Although all students with disabilities must access the general curriculum, those with significant cognitive disabilities often do so…

This study investigated the score exchangeability of concept maps with problem-solving essays. Of interest was whether sixth-grade students' concept maps predicted their scores on essay responses that used concept map content. Concept maps were hypothesized to be alternatives to performance assessments for content-area domain knowledge in science.…

This study investigated the validity of a statewide alternate assessment program, IASEP (Indiana Assessment System of Educational Proficiencies) by examining supporting profile patterns on the 100 core IASEP items of individuals with significant disabilities. Participants were 5,192 students ranging in age from 7-21 years with special education…

In conjunction with the Individuals with Disabilities Education Act of 1997 (IDEA; PL 105-17), the No Child Left Behind Act of 2002 (NCLB; PL 107-110) calls for enhancements to existing assessment and accountability systems within specific timelines. The NCLB Act also stresses the importance of using reliable and valid data for decision making.…

Assessment of individuals with profound disabilities is problematic, particularly when traditional approaches are used. As a result, alternate assessments have been attempted that better suit the needs of these students. One approach that has shown some promise is biobehavioral state assessment. Initially used with infants without disabilities,…

Alternate assessments are intended for use with students who are unable to participate in general state and district assessment systems even with accommodations, and have been described as the "ultimate accommodation" for promoting the inclusion of students with significant disabilities in accountability systems. This article examines four…

This article provides a template to assist policymakers in developing and refining reliable large-scale alternate assessments for students with significant disabilities unable to participate in general state and district assessments. It also discusses Kentucky's 10-year experience with its alternate assessment and experiences of other states…

Alternative assessment approaches to standardized, norm-reference tests are increasingly recommended as best practice for assessing young children, especially those from minority backgrounds. This article discusses the cultural biases of traditional assessment approaches used with preschool- and kindergarten age-children, arguing for the need to…