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ERIC Number: EJ958614
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-1034-912X
Australian Students with Disabilities Accessing NAPLAN: Lessons from a Decade of Inclusive Assessment in the United States
Elliott, Stephen N.; Davies, Michael; Kettler, Ryan J.
International Journal of Disability, Development and Education, v59 n1 p7-19 2012
Australian legislation and educational policies may espouse, but not yet fully enact, inclusive assessments for all. In relation to the National Assessment Program for Literacy and Numeracy (NAPLAN), for example, almost 5% of students are either exempt or withdrawn. The achievement levels of these students, many of whom have disabilities, are not being accurately benchmarked. In contrast, the United States, for more than a decade, has been developing and applying a range of strategies in an effort to provide assessment for all students. Lessons from these experiences are summarised, and three key strategies are provided, to assist the Australian Curriculum, Assessment, and Reporting Authority (ACARA) and associated testing authorities in promoting the development and implementation of a more effective and inclusive assessment regime for all Australian students. (Contains 1 figure.)
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 - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; United States