Students with Emotional and Behavioral Disorders and Their Teachers in Test-Linked Systems of Accountability.

Brigham, Frederick J.; Tochterman, Suzanne; Brigham, Michele St. Peter

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Peer reviewed

ERIC Number: EJ635015

Record Type: CIJE

Publication Date: 2001

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0737-2477

EISSN: N/A

Students with Emotional and Behavioral Disorders and Their Teachers in Test-Linked Systems of Accountability.

Brigham, Frederick J.; Tochterman, Suzanne; Brigham, Michele St. Peter

Assessment for Effective Intervention, v26 n1 p19-27 Fall 2001

This article discusses potential benefits and detriments of high-stakes assessment on students with emotional and behavioral disorders (EBD). It suggests these tests are unlikely to be useful for students with EBD because they differ dramatically from validated assessment procedures for students with disabilities. These students may experience increased risk if educational practice focuses on narrowly defined test-linked standards. (Contains references.) (Author/DB)

Descriptors: Academic Standards, Behavior Disorders, Educational Assessment, Elementary Secondary Education, Emotional Disturbances, Evaluation Methods, High Stakes Tests, Minimum Competencies, Student Needs, Test Validity, Tests

Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Note: Special Issue: EBD Assessment.