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ERIC Number: ED545330
Record Type: Non-Journal
Publication Date: 2012-Jul
Pages: 3
Abstractor: ERIC
Reference Count: N/A
Including Students with Disabilities in Common Non-Summative Assessments. NCEO Brief. Number 6
National Center on Educational Outcomes
Inclusive large-scale assessments have become the norm in states across the U.S. Participation rates of students with disabilities in these assessments have increased dramatically since the mid-1990s. As consortia of states move toward the development and implementation of assessment systems that include both non-summative assessments and summative assessments, ensuring that all assessments in the system appropriately include all students is a priority. Non-summative assessments, as used in this Brief, include interim, benchmark, diagnostic, and formative assessments. This Brief addresses the need for the Race-to-the-Top Assessment Consortia to develop an inclusive approach to their non-summative assessments, including their optional interim assessments. Consideration should be given to: (a) the implementation of universal design principles; (b) the development of clear participation criteria and guidelines; and (c) accommodation policies that account for good testing practices, embedded features of technology-based assessments, and additional accommodations. This Brief encourages the Consortia to build on what has been learned from inclusive large-scale assessments. [Contributors to the writing of this Brief were Laurene Christensen, Kamarrie Davis, Sheryl Lazarus, Ross Moen, and Martha Thurlow.]
National Center on Educational Outcomes. University of Minnesota, 207 Pattee Hall, 150 Pillsburg Drive Southeast, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center on Educational Outcomes