TITLE

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

AUTHOR(S)
KETTLER, RYAN J.; ELLIOTT, STEPHEN N.; BEDDOW, PETER A.; COMPTON, ELIZABETH; MCGRATH, DAWN; KAASE, KRISTOPHER J.; BRUEN, CHARLES; FORD, LISA; HINTON, KENT
PUB. DATE
May 2010
SOURCE
Exceptional Children;Summer2010, Vol. 76 Issue 4, p457
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
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.
ACCESSION #
51973021

 

Related Articles

  • National Groups Plan To Help Parents Understand Testing.  // Education Week;8/21/1985, Vol. 4 Issue 40/41, pS3 

    The article reports on the launch of a campaign to help parents understand the importance of testing to schoolchildren in the U.S. The campaign is advocated by the National Parent-Teacher Association and the Educational Testing Service. Included in the campaign brochure are explanations of the...

  • Minimum Competency Testing and Handicapped Students. McCarthy, Martha M. // Exceptional Children;Nov1980, Vol. 47 Issue 3, p166 

    The article discusses the issues that should be considered prior to initiating minimum competency testing programs with handicapped students in the United States. The issues include the use of minimum competency as a high school graduation requirement and/or a basis for grade promotion, the...

  • Effects of Using Modified Items to Test Students With Persistent Academic Difficulties. ELLIOTT, STEPHEN N.; KETTLER, RYAN J.; BEDDOW, PETER A.; KURZ, ALEXANDER; COMPTON, ELIZABETH; MCGRATH, DAWN; BRUEN, CHARLES; HINTON, KENT; PALMER, PORTER; RODRIGUEZ, MICHAEL C.; BOLT, DANIEL; ROACH, ANDREW T. // Exceptional Children;Summer2010, Vol. 76 Issue 4, p475 

    This study investigated the effects of using modified items in achievement tests to enhance accessibility. An experiment determined whether tests composed of modified items would reduce the performance gap between students eligible for an alternate assessment based on modified achievement...

  • Minimum Competency Testing and the IEP Process. Olsen, Kenneth R. // Exceptional Children;Nov1980, Vol. 47 Issue 3, p176 

    The article discusses the minimum competency testing programs in terms of purposes, required competencies, and resultant programs for handicapped students in the United States. It suggests a rationale for integrating a number of steps necessary in minimum competency testing programs and in the...

  • Florida's Minimum Competency Testing Program for Handicapped Students. Grisé, Philip J. // Exceptional Children;Nov1980, Vol. 47 Issue 3, p186 

    The article discusses the special testing procedures that Florida has adopted and implemented for handicapped students including exemptions, special standards, and modification of test techniques. The 1976 Accountability Act, which was amended in 1977, classified educable mentally retarded,...

  • Biasing Influences on Test Level Assignments for Hearing Impaired Students. Wolk, Steve // Exceptional Children;Oct1985, Vol. 52 Issue 2, p161 

    The possible biasing influences of student characteristics were considered for teachers' judgments of appropriate test level assignments for their students. Approximately 1,300 hearing-impaired, special education students were assigned one of six difficulty levels of the Stanford Achievement...

  • A Bogus Bonus? McClay, Davy // Education Week;7/10/2002, Vol. 21 Issue 42, p57 

    Offers a look at the bonus check system for California educators. Awards from the federal government for improved test scores; Discussion of the negative effects of teaching with the goal of test score improvement in mind; Problems with equating test scores with achievement; Reauthorization of...

  • States Strive Toward ESEA Compliance. Olson, Lynn // Education Week;12/11/2002, Vol. 22 Issue 15, p1 

    Presents a survey conducted by 'Education Week' newspaper on efforts of states in the U.S. to comply with the Elementary and Secondary Education Act. Assessment of students through standards-based test; Need of changes in school report cards; Requirement of teachers to be highly qualified in...

  • NAEP Releases Delayed Report On Reading Test. Rothman, Robert // Education Week;3/2/1988, Vol. 7 Issue 23, p1 

    The article focuses on the report released by the National Assessment of Education Progress (NAEP) 1987 reading test in the U.S. The release of the report has been delayed for more than five months because researchers have been investigating why the results seemed to indicate a large decline in...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics