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1.
This article examines three typical approaches to alternate assessment for students with significant cognitive disabilities—portfolios, performance assessments, and rating scales. A detailed analysis of common and unique design features of these approaches is provided, including features of each approach that influence the psychometric quality of their results. Validity imperatives for alternate assessments are reviewed, and approaches for addressing the need for validity evidence are outlined. The article concludes with an examination of three technical challenges—alignment, scores and scoring, and standard setting—common to all alternate assessments. In light of these challenges, existing methods and professional testing standards are endorsed as necessary guidance for understanding and advancing alternate assessment practices. 相似文献
2.
In the decade since alternate assessments based on alternate achievement standards (AA-AAS) were first required, special education teachers have had to develop content knowledge and pedagogical skills to teach academics to students with significant cognitive disabilities. The purpose of this study is to examine the impact that teachers' instructional decisions and beliefs about AA-AAS have on the academic achievement of students with significant cognitive disabilities. A survey of nearly 400 teachers across three states provided evidence of teachers' beliefs, as well as their instructional planning processes for students. Students' learning characteristics were also identified. Survey responses were analyzed in conjunction with students' 2010–2011 scores on their statewide AA-AAS. The results indicated that students with presymbolic communication systems had a lower likelihood of achieving proficiency in English language arts/reading and math than students with abstract symbolic communication. Students with concrete symbolic communication systems had lesser odds of proficiency in ELA/reading but not in math. Teachers who agreed that AA-AAS had an impact on instruction tended to have students with higher achievement proficiency. However, more negative views of the validity of AA-AAS scores were associated with greater odds of proficiency. 相似文献
3.
The relationships between ratings on the Idaho Alternate Assessment (IAA) for 116 students with significant disabilities and corresponding ratings for the same students on two norm-referenced teacher rating scales were examined to gain evidence about the validity of resulting IAA scores. To contextualize these findings, another group of 54 students who had disabilities, but were not officially eligible for the alternate assessment also was assessed. Evidence to support the validity of the inferences about IAA scores was mixed, yet promising. Specifically, the relationship among the reading, language arts, and mathematics achievement level ratings on the IAA and the concurrent scores on the ACES-Academic Skills scales for the eligible students varied across grade clusters, but in general were moderate. These findings provided evidence that IAA scales measure skills indicative of the state's content standards. This point was further reinforced by moderate to high correlations between the IAA and Idaho State Achievement Test (ISAT) for the not eligible students. Additional evidence concerning the valid use of the IAA was provided by logistic regression results that the scores do an excellent job of differentiating students who were eligible from those not eligible to participate in an alternate assessment. The collective evidence for the validity of the IAA scores suggests it is a promising assessment for NCLB accountability of students with significant disabilities. The methods of establishing this evidence have the potential to advance validation efforts of other states' alternate assessments. 相似文献
4.
Although many studies have examined the alignment of state standards with large-scale assessment and instruction, fewer have attended to alignment concerning alternate assessments for students with significant disabilities. This study was designed to (1) compare expectations in one state's alternate assessment (AA) with curricular priorities reflected in students' Individualized Education Programs (IEPs), and (2) consider the effect of this relationship on AA scores. The study was conducted in a state whose AA consisted of standardized performance tasks measuring reading comprehension (RC) and number systems (NUM). Archival data, including AA scores and IEPs for 292 students, were analyzed. The average IEP emphasized speaking, writing, and measurement, and objectives primarily required simple recall skills. Half of IEPs contained no objectives aligned with RC. More than one third of IEPs did not align with NUM. Assessment–IEP alignment had a moderate effect on Reading test score, but not Math test score. Recommendations are made for future investigations of the taught curriculum for this population, and professional development to improve alignment of instruction with assessments. 相似文献
5.
《Educational Assessment》2013,18(1):99-110
The purpose of this article is to describe some of the measurement issues encountered in the equating of performance assessments designed for use in making teacher certification decisions. As some teacher certification programs move from sole reliance on multiple-choice items to inclusion of complex performance tasks, difficult measurement issues related to equating may arise. A variety of analytic and judgmental strategies are described in this article that may provide solutions for addressing these equating issues. Analytic strategies are based on examinee data and involve the modification of existing equating procedures, such as linear and equipercentile methods, that have been used successfully in the past with test forms composed of multiple-choice items. Judgmental strategies for equating involve the use of expert judgments to determine the equivalence of scores obtained from alternate forms of an assessment instrument. 相似文献
6.
Since the 2001–02 school year, the accountability provisions of the No Child Left Behind Act (NCLB) have shaped much of the work of public school teachers and administrators in the United States. NCLB explicitly prohibits schools from excluding students with disabilities from the accountability system and requires not only participation of all students in statewide accountability assessments but also reporting of the results for students with disabilities along with other students and as a disaggregated group. From the beginning of these requirements, lawmakers recognized that there would be a small group of students with disabilities for whom the regular assessment, even with accommodations, would not be appropriate and they authorized states to develop an alternate assessment based on alternate achievement standards (AA-AAS) for this group of students. More recently, responding to pressures from the field, additional flexibility has been granted to develop an additional alternate assessment based on modified grade-level achievement standards (AA-MAS) for students with disabilities who present with persistent academic difficulties. It is expected that approximately 2% of the total student population might be included in this new alternate assessment. This article examines the decisions that need to be made by individual states to determine the target population for this new alternate assessment and the policy implications of these decisions. 相似文献
7.
Although federal regulations require testing students with severe cognitive disabilities, there is little guidance regarding how technical quality should be established. It is known that challenges exist with documentation of the reliability of scores for alternate assessments. Typical measures of reliability do little in modeling multiple sources of error, which are characteristic of alternate assessments. Instead, Generalizability theory (G-theory) allows researchers to identify sources of error and analyze the relative contribution of each source. This study demonstrates an application of G-theory to examine reliability for an alternate assessment. A G-study with the facets rater type, assessment attempts, and tasks was examined to determine the relative contribution of each to observed score variance. Results were used to determine the reliability of scores. The assessment design was modified to examine how changes might impact reliability. As a final step, designs that were deemed satisfactory were evaluated regarding the feasibility of adapting them into a statewide standardized assessment and accountability program. 相似文献
8.
In Korea, the effort to include students with disabilities in the educational accountability system has just begun. This paper reviews how Korean students with disabilities have been tested using the National Assessment of Educational Achievement (NAEA) and what issues have emerged as a result of the testing. Analysis of the 2009 and 2010 NAEA data reveals that only a small proportion of students with disabilities participated in these tests and that those who did participate showed low academic achievement compared with general education students. In addition, even though alternate assessments are conducted by special education teachers to assess the academic performance of students with disabilities, national academic assessments in Korea do not include a system for alternate assessment. Based on findings of the analysis, several suggestions are made for improvement in Korea??s educational accountability system for students with disabilities. 相似文献
9.
Evaluating the Comparability of Paper‐ and Computer‐Based Science Tests Across Sex and SES Subgroups
As access and reliance on technology continue to increase, so does the use of computerized testing for admissions, licensure/certification, and accountability exams. Nonetheless, full computer‐based test (CBT) implementation can be difficult due to limited resources. As a result, some testing programs offer both CBT and paper‐based test (PBT) administration formats. In such situations, evidence that scores obtained from different formats are comparable must be gathered. In this study, we illustrate how contemporary statistical methods can be used to provide evidence regarding the comparability of CBT and PBT scores at the total test score and item levels. Specifically, we looked at the invariance of test structure and item functioning across test administration mode across subgroups of students defined by SES and sex. Multiple replications of both confirmatory factor analysis and Rasch differential item functioning analyses were used to assess invariance at the factorial and item levels. Results revealed a unidimensional construct with moderate statistical support for strong factorial‐level invariance across SES subgroups, and moderate support of invariance across sex. Issues involved in applying these analyses to future evaluations of the comparability of scores from different versions of a test are discussed. 相似文献
10.
Michael C. Rodriguez 《Peabody Journal of Education》2013,88(4):595-602
Because of the unique nature of the students eligible for alternate assessments based on modified academic achievement standards, their varied access to the general education curriculum, and their unique learning needs, innovative psychometric thinking and practice is needed to assure high technical quality of alternate assessments. Indeed, we at least must marshal state-of-the-art procedures to secure strong psychometric evidence to support appropriate and meaningful design and use of these important assessments. The authors contributing work to this special issue, Alternate Assessments Based on Modified Academic Achievement Standards, address important issues and provide guidance to policymakers, test developers, and educators. They also each raise important technical quality issues. This article offers a brief review of such psychometric considerations, in light of the work and comments of the special issue authors. 相似文献
11.
A goal for any linking or equating of two or more tests is that the linking function be invariant to the population used in conducting the linking or equating. Violations of population invariance in linking and equating jeopardize the fairness and validity of test scores, and pose particular problems for test‐based accountability programs that require schools, districts, and states to report annual progress on academic indicators disaggregated by demographic group membership. This instructional module provides a comprehensive overview of population invariance in linking and equating and the relevant methodology developed for evaluating violations of invariance. A numeric example is used to illustrate the comparative properties of available methods, and important considerations for evaluating population invariance in linking and equating are presented. 相似文献
12.
This article presents findings from two projects designed to improve evaluations of technical quality of alternate assessments for students with the most significant cognitive disabilities. We argue that assessment technical documents should allow for the evaluation of the construct validity of the alternate assessments following the traditions of Cronbach (1971) , Messick (1989, 1995) , Linn, Baker, and Dunbar (1991) , and Shepard (1993) . The projects used the work of Knowing What Students Know ( Pellegrino, Chudowsky, & Glaser, 2001 ) to structure and focus the collection and evaluation of assessment information. The heuristic of the assessment triangle ( Pellegrino et al., 2001 ) was particularly useful in emphasizing that the validity evaluation needs to consider the logical connections among the characteristics of the students tested and how they develop domain proficiency (the cognition vertex), the nature of the assessment (the observation vertex), and the ways in which the assessment results are interpreted (the interpretation vertex). This project has shown that in addition to designing more valid assessments, the growing body of knowledge about the psychology of achievement testing can be useful for structuring evaluations of technical quality. 相似文献
13.
Porter W. Palmer 《Peabody Journal of Education》2013,88(4):578-584
Since Federal regulations have given states the option to implement alternate assessments based on modified academic achievement standards (AA-MAS) as part of their accountability systems for a small group of students with disabilities, a number of states have made decisions about whether or not to develop and implement such an assessment. State-level directors of assessment and directors of special education were surveyed about their state's decisions on implementing AA-MAS. Improvements in accessibility and appropriateness were reasons given for choosing to implement an AA-MAS, whereas lack of resources and guidance were identified as barriers. This article presents the findings from a survey on 22 states' decisions concerning implementation of AA-MAS. 相似文献
14.
Michael J. Kolen 《Journal of Educational Measurement》2004,41(1):3-14
The concept of invariance in equating and linking is traced from the 1950s to the present. A number of research studies that examined population invariance are reviewed. Theory and research suggest that linkings other than equatings are population dependent. Theory also indicates that equatings are population dependent, although when test forms are built to detailed tables of content and statistical specifications and alternate forms are very similar to one another, the research suggests that equatings might be approximately population invariant. Suggestions are made about further research that should be conducted on methodology for examining population invariance and on empirical research to better understand the conditions under which equatings are sufficiently population invariant for practical purposes. 相似文献
15.
While curriculum-based measurement (CBM) tools for screening decisions in reading, mathematics, and written language have been well examined, tools for use in content areas (e.g., science and social studies) remain in the beginning stages of research. In this study, two alternate forms of a new CBM tool (Statement Verification for Science; SV-S), for screening decisions regarding students’ science content knowledge, is examined for technical adequacy. A total of 1,545 students across Grades 7 (N = 799) and 8 (N = 746) completed two alternate forms of SV-S concurrently with a statewide high-stakes test of accountability. Promising results were found for reliability, in particular internal consistency, while results related to evidence of criterion- and construct-related validity were less than desired. Such results, along with additional exploratory analyses, provide support for future research of SV-S as a CBM tool to assist teachers and other educators with making screening decisions. 相似文献
16.
Students with the most significant cognitive disabilities (SCD) are the 1% of the total student population who have a disability or multiple disabilities that significantly impact intellectual functioning and adaptive behaviors and who require individualized instruction and substantial supports. Historically, these students have received little instruction in science and the science assessments they have participated in have not included age‐appropriate science content. Guided by a theory of action for a new assessment system, an eight‐state consortium developed multidimensional alternate content standards and alternate assessments in science for students in three grade bands (3–5, 6–8, 9–12) that are linked to the Next Generation Science Standards (NGSS Lead States, 2013 ) and A Framework for K‐12 Science Education (Framework; National Research Council, 2012 ). The great variability within the population of students with SCD necessitates variability in the assessment content, which creates inherent challenges in establishing technical quality. To address this issue, a primary feature of this assessment system is the use of hypothetical cognitive models to provide a structure for variability in assessed content. System features and subsequent validity studies were guided by a theory of action that explains how the proposed claims about score interpretation and use depend on specific assumptions about the assessment, as well as precursors to the assessment. This paper describes evidence for the main claim that test scores represent what students know and can do. We present validity evidence for the assumptions about the assessment and its precursors, related to this main claim. The assessment was administered to over 21,000 students in eight states in 2015–2016. We present selected evidence from system components, procedural evidence, and validity studies. We evaluate the validity argument and demonstrate how it supports the claim about score interpretation and use. 相似文献
17.
Cawthon SW 《Journal of deaf studies and deaf education》2006,11(3):337-359
This paper reports the results of the National Survey of Accommodations and Alternate Assessments for Students who are Deaf or Hard of Hearing in the United States (National Survey). This study focused on the use of accommodations and alternate assessments in statewide assessments used with students who are deaf or hard of hearing. A total of 258 participants responded to the survey, including 32 representing schools for the deaf, 168 from districtwide/school programs, and 58 from mainstreamed settings. These schools and programs served a total of nearly 12,000 students who are deaf or hard of hearing nationwide. The most prevalent accommodations used in 2003-2004 statewide standardized assessments in mathematics and reading were extended time, an interpreter for directions, and a separate room for test administration. Read aloud and signed question-response accommodations were often prevalent, used more often for mathematics than in reading assessments. Participants from mainstreamed settings reported a more frequent use of accommodations than those in schools for the deaf or districtwide/school programs. In contrast, schools for the deaf were most likely to have students participate in alternate assessments. The top three alternate assessment formats used across all settings were out-of-level testing, work samples, and portfolios. Using the National Survey results as a starting point, future research will need to investigate the validity of accommodations used with students who are deaf or hard of hearing. In the context of the No Child Left Behind Act of 2001 accountability policies, the accommodations and alternate assessment formats used with students who are deaf or hard of hearing may result in restrictions in how scores are integrated into state accountability frameworks. 相似文献
18.
Indicators of student academic growth are desired in state accountability systems in order to approximate student learning over time and attribute observed growth to schooling inputs. Through an extant analysis of five states’ assessment data, this study offers evidence about whether longitudinal match rates and measures of growth differ at the state level for students with disabilities, relative to students without disabilities. There were three main findings: 1) In states in which a modified assessment was offered, students with disabilities were more likely to have missing prior year scores, and consequently missing growth scores; 2) Low scoring students, many of whom had a disability, were more likely to have missing prior scores on the state general assessment, and consequently missing growth scores; 3) Students with and without disabilities showed similar growth using transition and gain score definitions of growth, but students with disabilities had lower growth when estimated via a regression-based model. Measurement and policy considerations are discussed. 相似文献
19.
美国严重认知障碍儿童的选择性评价 总被引：1，自引：1，他引：0
在美国,不能参加统一绩效测验的严重认知障碍儿童需要接受选择性评价。本文主要介绍了美国严重认知障碍儿童选择性评价的法律依据、评价标准、评价形式等基本情况。文章还讨论了选择性评价的积极影响及面临的问题,展望了今后的研究趋势。 相似文献