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ERIC Number: ED560742
Record Type: Non-Journal
Publication Date: 2013
Pages: 4
Abstractor: As Provided
Reference Count: 7
ISBN: N/A
ISSN: N/A
Growth Models for Students with Significant Cognitive Disabilities. Research Brief 1
Farley, Dan; Saven, Jessica L.; Tindal, Gerald
National Center on Assessment and Accountability for Special Education
Alternate assessments based on alternate achievement standards (AA-AAS) are designed to measure the academic achievement of students with the most significant cognitive disabilities (SWSCDs). AA-AAS present unique measurement challenges because of the inherent need for individualization in item presentation and response, combined with expectations for rigorous levels of standardization. Additional measurement challenges are presented as states move toward implementation of growth models for accountability. This brief addresses some decisions that states face as growth models with AA-AAS are implemented.
National Center on Assessment and Accountability for Special Education. 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689. Web site: http://ncaase.com
Publication Type: Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Grade 6; Grade 7; Junior High Schools; Secondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: National Center on Assessment and Accountability for Special Education (NCAASE)
Identifiers - Location: Oregon
IES Funded: Yes
Grant or Contract Numbers: R324C110004