ERIC Number: ED404800
Record Type: RIE
Publication Date: 1996-Oct
Reference Count: N/A
Alternate Assessments for Students with Disabilities. NCEO Policy Directions, Number 5.
Thurlow, Martha; And Others
This review identifies options for developing alternate assessments for students with disabilities who are unable to participate in the general district and state assessments used for accountability purposes. It notes that students with disabilities are often excluded from these educational assessments used for accountability and urges development of better guidelines for deciding who participates, who receives accommodation, and how the data are reported. The report defines alternate assessment; briefly describes activities of Kentucky, Maryland, and Texas; and offers a map showing the status of alternate assessment in all 50 states. Three alternate assessment issues are identified and addressed: who should take the alternate assessment, what should be assessed, and how the alternate assessment should be integrated into the accountability system. The paper offers the following recommendations: (1) define the purpose of the alternate assessment system and who qualifies to participate in it; (2) identify the common core of learning for the alternate assessment; (3) develop participation guidelines for the alternate assessment system; (4) determine how results will be aggregated; and (5) integrate results from the alternate assessment with results from the general assessment. (DB)
Descriptors: Accountability, Alternative Assessment, Data Analysis, Data Collection, Disabilities, Educational Assessment, Elementary Secondary Education, Eligibility, Evaluation Methods, State Standards, Student Evaluation, Student Participation, Testing Accommodations
NCEO Publications Office, 350 Elliott Hall, 75 East River Road, University of Minnesota, Minneapolis, MN 55455; telephone: 612-624-8561; fax: 612-624-0879 ($3.50).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Center on Educational Outcomes, Minneapolis, MN.