ERIC Number: ED467719
Record Type: RIE
Publication Date: 2002-Apr
Reference Count: N/A
Setting Standards on Alternate Assessments. Synthesis Report.
As more and more states and districts develop their alternate assessments for those students unable to participate in the regular assessment, they are faced with the challenge of setting standards for their alternate assessments. Despite the variability in alternate assessments currently developed, including checklists, structured and unstructured observations, performance assessments, samples of student work, and portfolios, all need to be scored and assigned proficiency levels. After providing background information on types of large-scale assessment programs, the nature of student scores from alternate assessments, and the ways in which alternate assessment results are reported, this report identifies common standards-setting techniques and how they might be applied to alternative assessments. The techniques discussed are: (1) reasoned judgment, in which a score scale is divided into a desired number of categories in some way; (2) contrasting groups; (3) modified Angoff; (4) bookmarking or item mapping; (5) body of work; and (6) judgmental policy capturing. It is recommended that the technique selected take into account not only the technical aspects of the alternate assessment strategies, but also the practical aspects of implementing the standard-setting technique for the alternate assessment process. (Contains 12 references.) (Author/CR)
Descriptors: Academic Standards, Disabilities, Educational Assessment, Educational Testing, Elementary Secondary Education, Evaluation Methods, Portfolio Assessment, Scoring, Student Evaluation, Student Participation, Testing Accommodations
National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Rd., Minneapolis, MN 55455. For full text: http://education.umn.edu/NCEO/OnlinePubs/Synthesis42.html.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Center on Educational Outcomes, Minneapolis, MN.
Note: In collaboration with: Council of Chief State School Officers (CCSSO) and the National Association of State Directors of Special Education (NASDSE).