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ERIC Number: ED545271
Record Type: Non-Journal
Publication Date: 2013
Pages: 30
Abstractor: As Provided
Reference Count: 20
Analysis of Growth on State Tests for Students with Significant Cognitive Disabilities. Technical Report #1311
Farley, Dan; Saven, Jessica L.; Tindal, Gerald; Nese, Joseph F. T.
Behavioral Research and Teaching
Alternate assessments based on alternate achievement standards are designed to measure the academic achievement of students with the most significant cognitive disabilities. Because this population has not previously been included in large-scale testing programs, these assessments present unique measurement challenges. Probably the most significant issue is the inherent need for individualization in item presentation and response while maintaining rigorous levels of standardization. Additional measurement challenges are presented as states move toward implementation of growth models for accountability. In this report, we discuss four approaches to modeling the growth of students with significant cognitive disabilities. We apply several variations of transition matrix growth modeling for one state's alternate assessments and discuss the measurement challenges and policy considerations related to our findings.
Behavioral Research and Teaching. 175 Lokey Education 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689; Web site:
Publication Type: Reports - Evaluative; Numerical/Quantitative Data
Education Level: Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Elementary Education; Early Childhood Education; Primary Education; Intermediate Grades; Middle Schools; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: University of Oregon, Behavioral Research and Teaching (BRT)
Identifiers - Location: Oregon
IES Funded: Yes
Grant or Contract Numbers: R324C110004