NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED416605
Record Type: RIE
Publication Date: 1997-Sep
Pages: 29
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Putting Alternate Assessments into Practice: What To Measure and Possible Sources of Data. Synthesis Report 28.
Ysseldyke, James E.; Olsen, Ken
This report discusses alternate assessments that are to be used in accounting for the performance and progress of students with disabilities who do not participate in typical state assessments. Alternate assessments are data collection procedures used in place of the typical assessment when students cannot take standard forms of assessment. Four information-gathering procedures that might be used in alternate assessments and the application of these procedures to collect data in broader outcome areas are highlighted in the report. Overall, these approaches and those of states currently developing alternate assessments suggest four assumptions that are the foundation of alternate assessment: (1) alternate assessments should focus on authentic skills and on assessing experience in community and other real life environments; (2) alternate assessment should measure integrated skills across domains; (3) if at all possible, alternate assessment systems should use continuous documentation methods; and (4) alternate assessment systems should include as critical criteria the extent to which the system provides the needed supports and adaptations, and trains the student to use them. Four approaches are described that can be used to collect data for alternate assessments of student performance: observation, recollection (via interview or rating scale), record review, and tests. (Contains 43 references.) (CR)
National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455; phone: 612-624-8561; fax: 612-624-0879; World Wide Web: http://www.coled.umn.edu/NCEO ($10).
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Association of State Directors of Special Education, Alexandria, VA.; National Center on Educational Outcomes, Minneapolis, MN.; Council of Chief State School Officers, Washington, DC.