The modified alternate assessment option allowed through new No Child Left Behind regulations provides for the development and implementation of an alternate assessment based on modified academic achievement standards. This […]
Topics: Equity and Fairness
This presentation, given at the OSEP meeting for new GSEGs, proposes ideas for developing achievement level descriptors for the AA-MAS, or modified assessment. It discusses the relationships among the steps […]
This presentation outlines considerations for examining the consequential validity of a state’s AA-AAS. It summarizes the literature on consequential validity, discusses the rationale for examining such a thing, proposes some […]
In this invited presentation to those working on a federally funded assessment project for students with severe cognitive disabilities, Gong discussed how learning progressions might be used to help develop […]
English Language Learner Assessment and Accountability: Critical Considerations for Design and Implementation September 27th – 28th Agenda Session I Setting the Stage: English Language Learner Assessment and Accountability Stanley Rabinowitz, […]
Presentation on the 2% assessment (AA-MAS) at Alternate Assessment conference sponsored by U.S. Education Department.
This draft report discusses the steps for developing alternate achievement standards for students with significant cognitive disabilities and provides guidance on how to run a sound standard-setting study. It focuses […]
This PowerPoint presentation, part of a web seminar sponsored by the National Center on Educational Outcomes on Best Practices in Science Teaching and Testing for Students with Severe Cognitive Disabilities, […]
This presentation, from the 2006 Council of Chief State School Officers’ conference on large-scale assessment, presents a framework for establishing achievement standards for alternate assessments for students with the most […]
This paper analyzes and describes the flexibility or unintended variation in alternate assessments on alternate achievement standards in an effort to provide a framework for assessment system designers and for […]
Reports modeling results for several states of the effect of various sizes of minimum-n and confidence intervals on No Child Left Behind adequate-yearly-progress (AYP) determinations. Key findings include high percentages […]
The effect of varying confidence interval size and minimum-n size for the special education subgroup on adequate-yearly-progress (AYP) determinations and student exclusion was examined using actual data from five states. […]
Presentation at the AERA Special Interest Group on School Indicators and Profiles; uses examples from several states to highlight need to disaggregate data to address validity, equity, and improvement.