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ERIC Number: ED543917
Record Type: Non-Journal
Publication Date: 2007-Sep
Pages: 19
Abstractor: ERIC
Reference Count: 10
ISBN: N/A
ISSN: N/A
Evaluation of the Technical Evidence of Assessments for Special Student Populations
Sato, Edynn; Rabinowitz, Stanley; Worth, Peter; Gallagher, Carole; Lagunoff, Rachel; Crane, Eric
Assessment and Accountability Comprehensive Center
Recent research has shown that the technical adequacy of assessments for special student populations is relatively undeveloped compared to their general education counterparts; that is, the technical evidence provided and the methods by which this evidence is established do not necessarily account for the unique characteristics of special needs populations (i.e., ELLs, SWDs) or the assessed domains (e.g., English language proficiency) (Rabinowitz & Sato, 2005). While there is substantial overlap between the procedures and criteria found appropriate and essential for determining the technical adequacy of special population assessments versus their general education counterparts, there is not complete overlap. Some technical criteria do not transfer directly or are less critical when applied to a technical review of assessments for special student populations (Rabinowitz & Sato, 2005). This document presents an ongoing evaluation conducted by the Special Populations Strand of the Assessment and Accountability Comprehensive Center (AACC) and is intended to inform developers and consumers of assessments for special student populations (ELLs and SWDs). The evaluation focuses on the technical adequacy (i.e., validity, reliability, freedom from bias) of evidence related to assessments used to meet relevant Title I and Title III requirements under NCLB. The technical criteria used in this evaluation are validated and are sensitive to the unique characteristics of special student populations, the particular purposes of the assessments, and the stage of development and maturity of the assessments. Appended are: (1) Assessments for English Language Learners: Technical Adequacy Criteria--Tiers; and (2) Assessments for English Language Learners: Technical Adequacy Criteria--Operational Definitions. (Contains 3 footnotes.)
Assessment and Accountability Comprehensive Center. Web site: http://www.aacompcenter.org
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: Assessment and Accountability Comprehensive Center
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001