ERIC Number: ED499406
Record Type: Non-Journal
Publication Date: 2007-Apr
Reference Count: 0
Hints and Tips for Addressing Accommodations Issues for Peer Review
Christensen, Laurene L.; Lail, Kathryn E.; Thurlow, Martha L.
National Center on Educational Outcomes, University of Minnesota
A peer review process is used by the U.S. Department of Education to determine whether states are meeting requirements for funds that they receive. Starting in 2004, a peer review process was initiated on states' standards and assessments. Several of the criteria attend to accommodations and their effects. This report summarizes the key accommodations issues that have arisen for states in the recent federal standards and assessments peer review process. The report was developed in collaboration with the Assessing Special Education Students (ASES) State Collaborative on Assessment and Student Standards (SCASS), and results from an analysis of peer review comments on accommodations. This publication highlights examples of assessment accommodations that were considered acceptable and insufficient for peer review and includes National Center on Educational Outcomes recommendations for best practices on the selection of accommodations.
Descriptors: Peer Evaluation, Educational Objectives, Outcomes of Education, Testing Accommodations, Formative Evaluation, Guidelines, Benchmarking, Standard Setting, Academic Accommodations (Disabilities), Guidance Programs
National Center on Educational Outcomes. University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: email@example.com; Web site: http://education.umn.edu/NCEO/
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Office of Special Education (ED), Washington, DC.
Authoring Institution: National Center on Educational Outcomes, Minneapolis, MN.