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ERIC Number: ED514820
Record Type: Non-Journal
Publication Date: 2010
Pages: 117
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1096-4874-4
Teachers' Perceptions of the Alternate Assessment in the State of Tennessee
Wilson, Andrea R.
ProQuest LLC, Ph.D. Dissertation, Capella University
According to the amendments of the Individuals with Disabilities Education Act of 1997, students with severe cognitive disabilities could no longer be omitted from standards-based reform but an alternate assessment needed to be administered (Arnold & Johnson, "Validating an Alternate Assessment," 2007, p. 266). The purpose of the study was to explain, using data collected from teachers who are responsible for administering the portfolio assessment, the efficiency and accuracy of the alternate assessment procedures in the state of Tennessee. The teachers stated that although their students did not need to be omitted from the alternate assessment process that a different form of assessment needed to be conducted. This study was conducted by using a survey instrument administered to 100 teachers who teach students with significant cognitive disabilities and are required to submit an alternate assessment on a yearly basis to the Tennessee Department of Education for their students with severe cognitive disabilities. Their feedback was a mixed methodology using both quantitative and qualitative collection. The study was conducted to determine if teachers viewed the alternate assessment as effective in measuring student's progress and whether new teaching strategies are implemented as a result of the process as well. At the conclusion, of the study it was determined that the current alternate assessment that is in place is not an effective tool for measuring student's progress and that new teaching strategies are not consistently implemented based on the alternate assessment process alone. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act