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ERIC Number: EJ1137125
Record Type: Journal
Publication Date: 2011
Pages: 8
Abstractor: As Provided
ISSN: EISSN-2325-7466
Who Does the Alternate Assessment Really Assess?
Bruster, Debra
Journal of the American Academy of Special Education Professionals, p33-40 Spr-Sum 2011
Special education teachers in Georgia are required to develop grade level tasks, reflecting grade level standards, teach the tasks and document the progress of their students with significant cognitive disabilities in the areas of math, science, literature, and social studies. The teachers must then compile the evidence of the students' progress on the tasks into a portfolio that is graded to determine if the students (and sometimes the schools) make adequate yearly progress. This literature review will look at research concerning teachers' perceptions of alternate assessments. This literature will attempt to prove the hypothesis that teachers perceive alternate assessments as an assessment of their ability to complete the task rather than student learning and knowledge. The literature is arranged chronologically.
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail:; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Identifiers - Assessments and Surveys: Georgia High School Graduation Tests
Grant or Contract Numbers: N/A