ERIC Number: ED463303
Record Type: Non-Journal
Publication Date: 2002-Apr
Reference Count: N/A
How States Define Alternate Assessments for Students with Disabilities.
Browder, Diane; Ahlgrim-Delzell, Lynn; Flowers, Claudia; Karvonen, Meagan; Spooner, Fred; Algozzine, Robert
Since the passage of the 1997 amendments to the Individuals with Disabilities Education Act, inclusion of all students with disabilities in accountability systems has been mandatory. By 2001, school personnel began to understand that alternate assessment needed to focus on students' performance on state standards, and nearly all states had created either links from functional skills to state standards or extensions of state standards. The purpose of this study was to provide a deeper understanding of how state education agency personnel are addressing alternate assessments. Multiple methods were used to obtain copies of state alternate assessment materials, and such materials were obtained from 42 states. Findings show that a wide variety of methods are being used for implementing and scoring alternate assessments. In the majority of states, assessments are either linked back to the state standards or standards are extended to the alternate assessments. Academic domains are measured in most states; however, in 28% of states only functional skills are measured, or insufficient information was provided to determine what was being measured. In almost all states, some form of rubric was used to measure student progress, typically mastery or progress (69%) or level of independence (60%). (Contains 4 tables, 8 figures, and 22 references.) (Author/SLD)
Descriptors: Accountability, Alternative Assessment, Definitions, Disabilities, Elementary Secondary Education, Scoring, State Programs, State Standards, Test Use, Testing Programs
For full text: http://www.uncc.edu/aap/aafir/pdfdulfolder/manuscripts/area 2002.pdf.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: North Carolina Univ., Charlotte.