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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
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Searching... | 30000010344121 | LB1029.R4 T43 2010 | Open Access Book | Book | Searching... |
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Summary
Summary
For lower-achieving students with disabilities, effective and appropriate alternate assessment based on modified achievement standards (AA-MAS) can open the door to greater expectations and opportunities. State policymakers have the option of providing certain students who have disabilities with AA-MAS aligned with grade-level content--and now there's a comprehensive, research-based guide that shows the way.
The most in-depth exploration of AA-MAS available, this book will help policymakers and administrators make the best decisions about the implementation of alternate assessments and provide guidance for teachers as they align instruction with state-determined content standards. Blending analysis of cutting-edge research with today's best assessment practices, a diverse panel of experts give readers complete guidance on the technical and practical aspects of AA-MAS, including
To support readers as they meet the challenges of assessing what lower-achieving students know, this essential volume also gives them helpful content such as a glossary of assessment terms, examples of test modifications, and goals associated with content standards in math and reading.
Ideal for use as a textbook or by policymakers seeking clear guidance on alternate assessment, this book will help schools make progress toward better instructing and assessing students with disabilities-and bringing about better academic outcomes.
Author Notes
Marianne Perie, Ph.D., is Senior Associate, National Center for the Improvement of Educational Assessment, Inc., Dover, New Hampshire.
Table of Contents
About the Editor | p. vii |
Contributors | p. viii |
Foreword | p. ix |
Acknowledgments | p. xv |
Introduction | p. xvii |
I Identifying and Understanding the Population and Their Curriculum | p. 1 |
1 Assessing Students with Disabilities Using Modified Achievement Standards | p. 3 |
2 Developing Standards-Based Individualized Education Programs that Promote Effective Instruction | p. 33 |
3 The Challenges of Conceptualizing What Low Achievers Know and Assessing that Knowledge | p. 67 |
II Test Design: Understanding Content and Achievement Standards and Incorporating Appropriate Item Modifications | p. 111 |
4 Understanding the Content: A Focus on Reading and Mathematics | p. 113 |
5 Developing Items and Assembling Test Forms for the Alternate Assessment Based on Modified Achievement Standards | p. 149 |
6 Developing Achievement Level Descriptors and Setting Cut Scores on the Alternate Assessment Based on Modified Achievement Standards | p. 185 |
III Technical Considerations and Practical Applications | p. 213 |
7 Comparability Issues for the Alternate Assessment Based on Modified Achievement Standards | p. 215 |
8 Constructing a Validity Argument for Alternate Assessments Based on Modified Achievement Standards | p. 247 |
9 Operational and Accountability Issues | p. 269 |
Glossary | p. 295 |
Index | p. 303 |