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ERIC Number: EJ793315
Record Type: Journal
Publication Date: 2006
Pages: 13
Abstractor: Author
Reference Count: 34
ISSN: ISSN-1534-5084
Validation of Large-Scale Alternate Assessment Systems and Their Influence on Instruction--What Are the Consequences?
Towles-Reeves, Elizabeth; Garrett, Brent; Burdette, Paula J.; Burdge, Mike
Assessment for Effective Intervention, v31 n3 p45-57 2006
In conjunction with the Individuals with Disabilities Education Act of 1997 (IDEA; PL 105-17), the No Child Left Behind Act of 2002 (NCLB; PL 107-110) calls for enhancements to existing assessment and accountability systems within specific timelines. The NCLB Act also stresses the importance of using reliable and valid data for decision making. This study examined the consequential validity of a large-scale alternate assessment system for students with severe cognitive disabilities in one midwestern state. Three hundred and four teachers completed a survey designed to measure their perceptions of the alternate assessment's influence on instruction and the development of individualized education programs (IEPs). Findings indicated the assessment had a strong influence on instruction and a strong, but lesser influence on the development of IEPs. (Contains 3 tables and 3 figures.)
PRO-ED, Inc. Available from: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act; Individuals with Disabilities Education Act; No Child Left Behind Act 2001