How State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessments
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How State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessments
NAGB Conference Issue PaperAlternate Assessment ■ 1NAGB Conference on Increasing the Participation of SD and LEP Students in NAEPCommissioned Paper Sy How State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State AssessmentsynopsisThe attached paper is one of a set of research-oriented papers commissioned by NAGB to sene as background information for the conference attendees. The authors bear sole responsibility for the factual accuracy of the information and for any opinions or conclusions expressed in the paper.How S How State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessmentstate Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State AssessmentsMartha L. ThurlowNational Center on Educational OHow State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessments
utcomes University of Minnesota37987(Excerpted from the Executive Summary)•States have taken a variety of approaches in the development of their alterNAGB Conference Issue PaperAlternate Assessment ■ 1NAGB Conference on Increasing the Participation of SD and LEP Students in NAEPCommissioned Paper Sy How State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessmentse in their characteristics, but also in variations in the characteristics and percentages of students who are targeted for participation in the alternate assessments from one state to the next.•This paper describes the variability in alternate assessment policies and practices across the states, inc How State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessmentsluding the revisions that are still being made to alternate assessments. Specifically explored are 11 states with multiple alternate assessment optionHow State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessments
s and the nature of the alternate assessment options (out-of-level testing, modified assessments, other, or unclear) that are used in addition to thosNAGB Conference Issue PaperAlternate Assessment ■ 1NAGB Conference on Increasing the Participation of SD and LEP Students in NAEPCommissioned Paper Sy How State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessmentss for how many students would need them (i.e.. how many students could not participate in the general assessment). Data reported to the U.S. Department of Education in 2002 as pan of states' Biennial Performance Reports revealed considerable variability in alternate assessment participation rates, r How State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessmentsanging from less than 1% to more than 20% of students with disabilities (average about 6%). The few states that report categorical participation dataHow State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessments
do so in different ways: nevertheless these data confirm that most students in alternate assessments are those with mental retardation, multiple disabNAGB Conference Issue PaperAlternate Assessment ■ 1NAGB Conference on Increasing the Participation of SD and LEP Students in NAEPCommissioned Paper Sy How State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessments, vision and hearing disabilities, and physical disabilities who are also seen represented in some of the data are inappropriately placed or are there because of alternate assessment options raises the question of whether the alternate assessment options are taking students out of the pool of studen How State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessmentsts who should be in the NAEP sample.NAGB Conference Issue PaperAlternate Assessment - 2• Several issues are identified that surround alternate assessmHow State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessments
ents and are likely to have an impact on NAEP. These are in addition to the varied and changing nature of alternate assessments. First, the target popNAGB Conference Issue PaperAlternate Assessment ■ 1NAGB Conference on Increasing the Participation of SD and LEP Students in NAEPCommissioned Paper Sy How State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessments(referred to in the paper as a “closed" assessment system) has been divided up in different ways by the states. Third, reliance on the I EP team for decisions about the placement of individual students magnifies minor weaknesses in decision-making guidelines. Fourth, different philosophies and frame How State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessmentsworks are likely to maintain differences among states.Five recommendations are made for NAEP. These recommendations assume that NAEP continues to be aHow State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessments
n independent system with its own definitions and criteria.1For NAEP purposes in the immediate future (he., until NAEP becomes a closed assessment sysNAGB Conference Issue PaperAlternate Assessment ■ 1NAGB Conference on Increasing the Participation of SD and LEP Students in NAEPCommissioned Paper Sy How State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessmentscipate hl NAEP because they require the development of an alternate assessment with alternate achievement standards. Include in the definition a general reference to students with significant cognitive disabilities, and specifically list those categories of disabilities that national data suggest ar How State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessmentse typical participants In state alternate assessments (e.g., students with moderate to severe mental retardation, students with multiple disabilitiesHow State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessments
specifically including mental retardation, and severe autism). Specifically reference the NCLB 1% rule limitation, and expect all states to conform toNAGB Conference Issue PaperAlternate Assessment ■ 1NAGB Conference on Increasing the Participation of SD and LEP Students in NAEPCommissioned Paper Sy How State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessments not exclude any students except those who meet the alternate assessment criteria as defined above).2All students In the NAEP sample receive scores although exactly how they participate Is left up to the IEP team. Options for doing this are presented in the paper.3Address students currently tested t How State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessmentshrough “out-of-level" mechanisms in the same way as accommodated students, except for those students included in the NCLB 1% rule, that is. assessed oHow State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessments
ut-of-level against alternate achievement standards and thus not included in the NAEP sample. Assume that all others currently tested "out-of-level" aNAGB Conference Issue PaperAlternate Assessment ■ 1NAGB Conference on Increasing the Participation of SD and LEP Students in NAEPCommissioned Paper Sy How State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessmentshould be given the lowest score. NCES will keep track of how many students do this and will report this.4Develop a crosswalk for states that identifies the students in the NAEP assessment and the students in the state’s assessment.5Eventually. NAEP needs to be a closed assessment system, so that eve How State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessmentsry student sampled in a state participates in NAEP. This means that NAEP needs to have its own alternate assessment on alternate achievement standardsHow State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessments
, with its own methodology and decision criteria.NAGB Conference Issue PaperAlternate Assessment - 3How State Policies and Practices for Alternate AssNAGB Conference Issue PaperAlternate Assessment ■ 1NAGB Conference on Increasing the Participation of SD and LEP Students in NAEPCommissioned Paper Sy How State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State AssessmentsaryAlternate assessments were first identified in federal law as assessments for those students unable to participate in State and district-wide assessment programs. States have taken a variety of approaches in the development 0Í their alternate assessments anil the policies and pnx edures that supp How State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessmentsort them. This has resulted not only in alternate assessments that differ from state to State in their characteristics, but also in variations in theHow State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessments
characteristics and percentages of students who are targeted for participation in the alternate assessments from one state to the next. This paper desNAGB Conference Issue PaperAlternate Assessment ■ 1NAGB Conference on Increasing the Participation of SD and LEP Students in NAEPCommissioned Paper Sy How State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessmentse assessments. Specifically explored are 11 states with multiple alternate assessment options and the nature of the alternate assessment options (out-of-level testing, modified assessments, other or unclear) that are used in addition to those most like the typical alternate assessments used in most How State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessmentsstates.It is clear that states approached alternate assessments with different expectations for how many students would need them (i.e., how many studHow State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessments
ents could not participate in the general assessment). Data reported to the U.S. Department of Education in 2002 as part of states’ Biennial PerformanNAGB Conference Issue PaperAlternate Assessment ■ 1NAGB Conference on Increasing the Participation of SD and LEP Students in NAEPCommissioned Paper Sy How State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessmentsdisabilities (average about 6%). The few states that report categorical participation data do so in different ways: nevertheless these data confinn that most students in alternate assessments are those with mental retardation, multiple disabilities, autism, and traumatic brain injury. Whether the st How State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessmentsudents with learning disabilities, emotional disabilities, speech and language disabilities, vision and hearing disabilities, and physical disabilitieHow State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessments
s who arc also seen represented in some of the data are inappropriately placed or are there because ol alternate assessment options raises the questioNAGB Conference Issue PaperAlternate Assessment ■ 1NAGB Conference on Increasing the Participation of SD and LEP Students in NAEPCommissioned Paper Sy How State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessmentstified that surround alternate assessments and are likely to have an impact on NAF.P. These are in addition Io the varied anil changing nature of alternate assessments. First, the target population for the alternate assessment has not been defined the same way in all the states. Second, the assessme How State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessmentsnt system that encompasses all students (referred to in the paper as a "closed" assessment system) has been divided up in different ways by the stalesHow State Policies and Practices for Alternate Assessment Impact Who is Included in NAEP State Assessments
. Third, reliance on the IF.P team for derisions about the placement of individual students magnifies minor weaknesses in decision-making guidelines.Gọi ngay
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