NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED467479
Record Type: Non-Journal
Publication Date: 2001-Dec
Pages: 17
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Authentic Assessment and Student Performance in Inclusive Schools. Research Institute on Secondary Education Reform (RISER) for Youth with Disabilities Brief.
King, M. Bruce; Schroeder, Jennifer; Chawszczewski, David
This research brief explores the extent to which teacher-designed assessments are authentic in inclusive secondary schools and how students with and without disabilities perform on these assessments. Data come from three high schools that are participating in a 5-year national study conducted by the Research Institute on Secondary Education Reform (RISER) for Youth with Disabilities. The schools demonstrate varying degrees of schoolwide inclusive and authentic practices. Specific findings indicate: (1) students with disabilities who were given more authentic tasks performed considerably better than students with disabilities who were given less demanding tasks; (2) special education students who received tasks with higher intellectual challenge outperformed students without disabilities who received tasks with less challenge; (3) 62% of the students with disabilities produced work that was the same, or higher, in authenticity than that produced by students without disabilities; (4) 25 students without disabilities (71%) received accommodations for the given assessment tasks, while all 35 students with disabilities received accommodations. Accommodations ranged from giving encouragement to complete the task to changing the requirements of the tasks. The brief concludes that teachers who use more authentic assessments elicit more authentic work from students with and without disabilities. (Contains 13 references.) (CR)
RISER, University of Madison-Wisconsin, 1025 West Johnson Street, Suite 461, Madison, WI 53706. For full text: http://www.wcer.wisc.edu/riser/briefs.html.
Publication Type: Reports - Research
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.