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Direct linkAnderson, Daniel; Farley, Dan; Tindal, Gerald – Journal of Special Education, 2015
Students with significant cognitive disabilities present an assessment dilemma that centers on access and validity in large-scale testing programs. Typically, access is improved by eliminating construct-irrelevant barriers, while validity is improved, in part, through test standardization. In this article, one state's alternate assessment data…
Descriptors: Mental Retardation, Evaluation Methods, Student Evaluation, Standardized Tests
Tindal, Gerald; Yovanoff, Paul; Geller, Josh P. – Journal of Special Education, 2010
Students with significant disabilities must participate in large-scale assessments, often using an alternate assessment judged against alternate achievement standards. The development and administration of this type of assessment must necessarily balance meaningful participation with accurate measurement. In this study, generalizability theory is…
Descriptors: Generalizability Theory, Alternative Assessment, Disabilities, Severe Mental Retardation
Peer reviewedTindal, Gerald; Parker, Richard – Journal of Special Education, 1987
Concurrent use of two direct observation instruments (momentary time sample of task engagement and event recording of discrete student responses) were evaluated in six middle school resource rooms using either of two reading programs. Findings tended to be program specific with differences lost or diluted when data were combined across programs.…
Descriptors: Classroom Observation Techniques, Evaluation Methods, Junior High Schools, Mild Disabilities
Peer reviewedHelwig, Robert; Anderson, Lisbeth; Tindal, Gerald – Journal of Special Education, 2002
An 11-item math concept curriculum-based measure (CBM) was administered to 171 eighth grade students. Scores were correlated with scores from a computer adaptive test designed in conjunction with the state to approximate the official statewide mathematics achievement tests. Correlations for general education students and students with learning…
Descriptors: Curriculum Based Assessment, Educational Assessment, Evaluation Methods, Learning Disabilities
Peer reviewedTindal, Gerald; Parker, Richard – Journal of Special Education, 1989
Eight direct scoring indices of written expression were intercorrelated, factor analyzed, and used to predict holistic judgments of writing samples of 172 middle-school students in compensatory/specialized education programs. Strongest predictors of holistic ratings were percentage of words correctly sequenced and percentage of correctly spelled…
Descriptors: Creative Writing, Disabilities, Evaluation Methods, Factor Analysis
