The purpose of this brief is to examine disproportionality with respect to student group participation in Alternate Assessments aligned with Alternate Academic Achievement Standards (AA-AAAS). This paper is a companion […]
Topics: Students With Disabilities
Carla Evans and Chris Domaleski prepared a technical brief with the National Center on Educational Outcomes to help states implement federal guidance related to participation rates for alternate assessments aligned […]
The goal of this paper is to describe dyslexia, investigate current accommodation trends that are often recommended for this population, and to suggest supports teachers can use as they measure […]
In 2010, the National Alternate Assessment Center (NAAC) at the University of Kentucky sponsored a curriculum development project to create learning progressions frameworks using the (June 2010) Common Core State […]
This presentation focuses on understanding how to design and develop an alternate assessment based on modified achievement standards (AA-MAS). Different sections focus on identifying the target population, determining how the […]
This invited presentation from the ETS-College Board symposium presents ways large scale assessment and more comprehensive assessment systems might be modified to help reduce the achievement gap.
The modified alternate assessment option in new No Child Left Behind (NCLB) regulations allows the development and implementation of an alternate assessment based on modified academic achievement standards. This paper […]
The modified alternate assessment option allowed through new NCLB regulations provides for the development and implementation of an alternate assessment based on modified academic achievement standards. This presentation describes the […]
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 […]
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 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 […]
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. […]
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 […]