ERIC Number: ED467723
Record Type: RIE
Publication Date: 2002-Jun
Reference Count: N/A
Including Alternate Assessment Results in Accountability Decisions. NCEO Policy Directions.
Quenemoen, Rachel; Thurlow, Martha
Alternate assessments provide a mechanism for students with complex disabilities to be included in assessment systems. An integral part of maximizing the benefits of assessing students is to include the results of alternate assessments in school accountability systems. This report addresses policy options for including the results of alternate assessments in school accountability systems. Options include: (1) scale the results so that the value awarded for achievement levels on the alternate are the same or similar to the value awarded for achievement levels on the general assessment; or (2) scale the results so that the achievement levels on the alternate assessment are at the lower end of the scale and achievement levels on the general assessment are at the upper end of the scale. Examples of Option 1 approaches used in several states are provided, including having an alternate assessment with different labels and counting rules, having two alternate assessments counted differently, and having an alternate assessment with the same labels and same counting. The report concludes by stressing the importance of including all students in accountability systems and of monitoring the actual effects of various approaches. (CR)
Descriptors: Accountability, Achievement Tests, Disabilities, Educational Assessment, Educational Testing, Elementary Secondary Education, Evaluation Methods, Policy Formation, Scoring, State Programs, Student Evaluation, Testing Accommodations
National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Rd., Minneapolis, MN 55455 ($3.50). For full text: http://education.umn.edu/NCEO/OnlinePubs/Policy13.htm.
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: the Council of Chief State School Officers (CCSSO) and the National Association of State Directors of Special Education (NASDSE). For NCEO Policy Directions Number 12, see ED 452 655.