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ERIC Number: ED512220
Record Type: Non-Journal
Publication Date: 2010
Pages: 344
Abstractor: ERIC
Reference Count: 0
ISBN: ISBN-978-1-5985-7117-2
ISSN: N/A
Teaching and Assessing Low-Achieving Students with Disabilities: A Guide to Alternate Assessments Based on Modified Achievement Standards
Perie, Marianne, Ed.
Brookes Publishing Company
For lower-achieving students with disabilities, effective and appropriate alternate assessment based on modified achievement standards (AA-MAS) can open the door to greater expectations and opportunities. State policymakers have the option of providing certain students who have disabilities with AA-MAS aligned with grade-level content--and now there's a comprehensive, research-based guide that shows the way. The most in-depth exploration of AA-MAS available, this book will help policymakers and administrators make the best decisions about the implementation of alternate assessments and provide guidance for teachers as they align instruction with state-determined content standards. To support readers as they meet the challenges of assessing what lower-achieving students know, this essential volume also gives them helpful content such as a glossary of assessment terms, examples of test modifications, and goals associated with content standards in math and reading. Ideal for use as a textbook or by policymakers seeking clear guidance on alternate assessment, this book will help schools make progress toward better instructing and assessing students with disabilities--and bringing about better academic outcomes. This book is divided into three parts: (1) Identifying and Understanding the Population and Their Curriculum; (2) Understanding Test Design Content and Achievement Standards and Incorporating Appropriate Item Modifications; and (3) Technical Considerations and Practical Applications. Contents include: (1) Assessing Students with Disabilities Using Modified Achievement Standards (Rachel F. Quenemoen); (2) Developing Standards-Based IEPs that Promote Effective Instruction (Meagan Karvonen); (3) The Challenges of Conceptualizing What Low Achievers Know and Assessing that Knowledge (James W. Pellegrino); (4) Content Understanding in Reading and Mathematics (David K. Pugalee & Robert J. Rickelman); (5) Developing Items and Assembling Test Forms for the Alternate Assessment Based on Modified Achievement Standards (Catherine Welch & Stephen B. Dunbar); (6) Developing Achievement Level Descriptors and Setting Cut Scores on the Alternate Assessment Based on Modified Achievement Standards (Marianne Perie); (7) Comparability Issues for the Alternate Assessment Based on Modified Achievement Standards (Jamal Abedi); (8) Constructing a Validity Argument for Alternate Assessments Based on Modified Achievement Standards (Scott F. Marion); and (9) Accountability and Operational Issues for Alternate Assessments Based on Modified Achievement Standards (Chris Domaleski). About the Editor, About the Contributors, Foreword (David Abrams), Acknowledgments, Introduction (Marianne Perie), Glossary and Index are also included.
Brookes Publishing Company. P.O. Box 10624, Baltimore, MD 21285. Tel: 800-638-3775; Fax: 410-337-8539; e-mail: custserv@brookespublishing.com; Web site: http://www.brookespublishing.com
Publication Type: Books; Collected Works - General; Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A