ERIC Number: EJ842534
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 72
Alternate Assessment: Have We Learned Anything New?
Towles-Reeves, Elizabeth; Kleinert, Harold; Muhomba, Monicah
Exceptional Children, v75 n2 p233-252 Win 2009
Since the first review of alternate assessment literature by Browder, Spooner, Algozzine, et al. (2003), educational research related to alternate assessment has rapidly expanded as state and federal policies have required the inclusion of students with disabilities, including students with the most significant cognitive disabilities, in state and school accountability indexes. The purpose of this literature review was to examine the empirical studies conducted since the conception of alternate assessment to evaluate the progress made in this area, using a research framework proposed by Browder et al. We discuss future research directions, particularly as these relate to recent changes in federal policy under No Child Left Behind as well as implications for teachers and practitioners.
Descriptors: Alternative Assessment, Disabilities, Educational Research, Federal Legislation, Public Policy, Meta Analysis, Accountability
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: email@example.com; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Information Analyses; Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001