ERIC Number: ED458741
Record Type: RIE
Publication Date: 2001-Sep-1
Models for Reporting the Results of Alternate Assessments within State Accountability Systems. Synthesis Report.
This report addresses challenges associated with the reporting of test scores of students with disabilities participating in alternate assessments. It summarizes six models currently under construction or already being used by states. Using proficiency levels as a common reporting approach, the six models are: (1) same proficiency levels for general assessment and alternate assessment; (2) different proficiency levels for general and alternate assessments but treated as the same; (3) different proficiency levels for general assessment and alternate assessment; (4) overlapped proficiency levels for general assessment and alternate assessment; (5) lowest possible proficiency level for alternate assessment; and (6) no alternate assessment proficiency levels. The pros and cons of each of the six models are addressed, along with the implications of using each model. The importance of collecting data on these models as they are implemented is stressed. (DB)
Descriptors: Academic Standards, Alternative Assessment, Disabilities, Educational Assessment, Elementary Secondary Education, Inclusive Schools, Models, Scoring, Testing Problems
National Center on Educational Outcomes, Univ. of Minnesota, 350 Elliott Hall, 75 East River Rd., Minneapolis, MN 55455 ($5). Tel: 612-626-1530; Fax: 612-624-0879; Web site: http://www.coled.umn.edu/NCEO. For full text: http://www.coled.umn.edu/NCEO.
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Center on Educational Outcomes, Minneapolis, MN.; Council of Chief State School Officers, Washington, DC.; National Association of State Directors of Special Education, Alexandria, VA.