Setting performance standards on alternate assessments for students with disabilities.

Raising Achievement: Alternate Assessments for Students with Disabilities

PsycEXTRA Dataset ◽

10.1037/e486022006-001 ◽

2005 ◽

Author(s):

Keyword(s):

Students With Disabilities ◽

Alternate Assessments

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What Do Alternate Assessments of Alternate Academic Achievement Standards Measure? A Multitrait—Multimethod Analysis

Council review ◽

10.1177/001440291007600405 ◽

2010 ◽

Vol 76 (4) ◽

pp. 457-474 ◽

Cited By ~ 6

Author(s):

Ryan J. Kettler ◽

Stephen N. Elliott ◽

Peter A. Beddow ◽

Elizabeth Compton ◽

Dawn McGrath ◽

...

Keyword(s):

Academic Achievement ◽

Students With Disabilities ◽

Adaptive Behavior ◽

Academic Competence ◽

Validity Evidence ◽

Significant Cognitive Disabilities ◽

Math Scores ◽

Alternate Assessments ◽

Reading And Math ◽

Achievement Standards

This study featured validity evidence for scores from states' alternate assessments of alternate academic achievement standards (AA-AASs). It evaluated students from 6 states who were eligible for an AA-AAS concurrently with measures of academic competence and adaptive behavior. The investigators also assessed students with disabilities who were not eligible for an AA-AAS by using the same measures, as well as by using general achievement tests. The main findings included that AA-AAS reading and math scores may reflect a unitary construct, that AA-AAS scores are highly related to adaptive behavior but also relate to academic competence and achievement, and that all these scores represent unique but overlapping constructs. These results have implications for AA-AAS developers and teachers working with students with significant cognitive disabilities.

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No Child Left Behind Extra Credit: Raising Achievement: Alternate Assessments for Students with Disabilities

PsycEXTRA Dataset ◽

10.1037/e314242005-001 ◽

2005 ◽

Author(s):

Keyword(s):

No Child Left Behind ◽

Students With Disabilities ◽

Left Behind ◽

Extra Credit ◽

Alternate Assessments

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Alternate Assessments in Reading and Math: Development and Validation for Students with Significant Disabilities

Council review ◽

10.1177/001440290306900406 ◽

2003 ◽

Vol 69 (4) ◽

pp. 481-494 ◽

Cited By ~ 21

Author(s):

Gerald Tindal ◽

Marilee McDonald ◽

Marick Tedesco ◽

Aaron Glasgow ◽

Pat Almond ◽

...

Keyword(s):

Students With Disabilities ◽

Student Performance ◽

Large Scale ◽

Significant Disabilities ◽

Technical Adequacy ◽

Math Teachers ◽

Large Scale Assessment ◽

Assessment Program ◽

Alternate Assessments ◽

Reading And Math

Given the mandates of IDEA to include students with disabilities in large-scale assessments, most states have either adopted alternate standards or developed alternate assessments. In either case, it is difficult to understand the students' performance relative to the primary assessment program. And in both cases, the technical adequacy is generally assumed rather than specifically documented. In this study, we developed a series of standardized tasks that can be considered as part of the same construct as operationalized in the primary large-scale assessment program. We then analyzed student performance to ascertain reliability and initial validity. In reading and math, teachers were trained to administer the tasks and judge performance, providing a system with instructional and evaluative uses. The results support the technical adequacy of the alternate assessment.

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