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ERIC Number: ED467477
Record Type: Non-Journal
Publication Date: 2001-Jun
Pages: 13
Abstractor: N/A
Reference Count: N/A
Secondary School Reform, Inclusion, and Authentic Assessment. Research Institute on Secondary Education Reform (RISER) for Youth with Disabilities Brief.
Braden, Jeffery P.; Schroeder, Jennifer L.; Buckley, Jacquelyn A.
The Research Institute on Secondary Education Reform for Youth with Disabilities (RISER) has identified Schools of Authentic and Inclusive Learning (SAIL) to explore whether and how secondary students with disabilities are included in secondary education reform. In this brief, the literature describing the intersection of reform, inclusion, and assessment is reviewed. Each of these concepts is defined from SAIL's perspective and implementation for secondary education is explored. It is argued that if students with disabilities must be included in assessments to be counted in education reforms, educators must have a conceptual framework for promoting inclusion and authenticity. A framework for reform, inclusion, and authentic assessment is suggested that addresses assessment accommodation parameters, assessment invalidity, and disability assessment rights. The brief lists principles for implementing the assessment accommodations framework, including: (1) students should not receive accommodations unless they are needed; (2) accommodation decisions presume target and access skills are clearly identified; (3) accommodations should address access not target, skills; (4) target skill complexity should be modified when access is insufficient to allow for reasonable assessment of skills; and (5) assessments should retain authenticity, even if they are modified to a simpler skill level. (Contains 25 references.) (CR)
RISER, University of Madison-Wisconsin, 1025 West Johnson Street, Suite 461, Madison, WI 53706. For full text:
Publication Type: Guides - Non-Classroom; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Wisconsin Center for Education Research, Madison.