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ERIC Number: ED404803
Record Type: RIE
Publication Date: 1996-Oct
Pages: 33
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Assessment Guidelines That Maximize the Participation of Students with Disabilities in Large-Scale Assessments: Characteristics and Considerations. Synthesis Report 25.
Elliott, Judy; And Others
This monograph offers guidelines that address issues in the inclusion of students with disabilities in national, state, and district educational assessment programs. Assessments are viewed as the foundation of educational accountability systems and thus the key to efforts for educational reform. Specific criteria for reviewing, revising, and/or evaluating assessment guidelines for student participation, accommodation, and reporting are provided. The guide urges a hands-on approach to examining and/or revising state and district guidelines about accountability, large-scale assessments, and students with disabilities. The document first provides an overview of immediate and past practice in participation, accommodation, and reporting of students with disabilities in state and national assessments. It then offers specific criteria for making decisions concerning participation, accommodation, and reporting of assessment results for students with disabilities. The criteria markers in existing state guidelines are examined for whether or not they provide specific examples of policies that promote the participation of students with disabilities in assessments. Assessment accommodations in four categories (presentation, time/scheduling, student response, and test setting) are suggested. Appended are three checklists for participation decisions, accommodations decisions, and reporting assessment results. (DB)
NCEO Publications Office, 350 Elliott Hall, 75 East River Road, University of Minnesota, Minneapolis, MN 55455; telephone: 612-624-8561; fax: 612-624-0879 ($5).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Center on Educational Outcomes, Minneapolis, MN.