ERIC Number: EJ951310
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Large-Scale Academic Achievement Testing of Deaf and Hard-of-Hearing Students: Past, Present, and Future
Qi, Sen; Mitchell, Ross E.
Journal of Deaf Studies and Deaf Education, v17 n1 p1-18 Win 2012
The first large-scale, nationwide academic achievement testing program using Stanford Achievement Test (Stanford) for deaf and hard-of-hearing children in the United States started in 1969. Over the past three decades, the Stanford has served as a benchmark in the field of deaf education for assessing student academic achievement. However, the validity and reliability of using the Stanford for this special student population still require extensive scrutiny. Recent shifts in educational policy environment, which require that schools enable all children to achieve proficiency through accountability testing, warrants a close examination of the adequacy and relevance of the current large-scale testing of deaf and hard-of-hearing students. This study has three objectives: (a) it will summarize the historical data over the last three decades to indicate trends in academic achievement for this special population, (b) it will analyze the current federal laws and regulations related to educational testing and special education, thereby identifying gaps between policy and practice in the field, especially identifying the limitations of current testing programs in assessing what deaf and hard-of-hearing students know, and (c) it will offer some insights and suggestions for future testing programs for deaf and hard-of-hearing students.
Descriptors: Testing Programs, Educational Testing, Deafness, Academic Achievement, Achievement Tests, Measures (Individuals), Educational Policy, Partial Hearing, Measurement, Validity, Reliability, Accountability, Special Education
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: email@example.com; Web site: http://jdsde.oxfordjournals.org/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Assessments and Surveys: Stanford Achievement Tests