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ERIC Number: EJ866414
Record Type: Journal
Publication Date: 2009
Pages: 26
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-0161-956X
Writing Performance Level Descriptors and Setting Performance Standards for Assessments of Modified Achievement Standards: The Role of Innovation and Importance of Following Conventional Practice
Egan, Karla L.; Ferrara, Steve; Schneider, M. Christina; Barton, Karen E.
Peabody Journal of Education, v84 n4 p552-577 2009
Alternate assessments of modified academic achievement standards (AA-MAS) must be designed, developed, implemented, and validated following the same rigorous principles and procedures used for other assessments. However, the uniqueness and unfamiliarity of the target population for these assessments requires innovative thinking, especially in regard to writing relevant performance level descriptors (PLDs) and setting appropriate achievement standards. In this article we discuss considerations for (a) likely designs of AA-MAS; (b) the writing of PLDs that are relevant to the target examinee population for these assessments; and (c) standard setting methods that would be appropriate for these assessment designs, as well as special considerations relevant to those standard setting methods. (Contains 1 table, 1 figure and 5 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A