Literaturnachweis - Detailanzeige
Autor/inn/en | Lazarus, Sheryl S.; Thurlow, Martha L.; Ysseldyke, James E.; Edwards, Lynn M. |
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Titel | An Analysis of the Rise and Fall of the AA-MAS Policy |
Quelle | In: Journal of Special Education, 48 (2015) 4, S.231-242 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-4669 |
DOI | 10.1177/0022466912472237 |
Schlagwörter | Policy Analysis; Academic Standards; Academic Achievement; Achievement Rating; Alternative Assessment; Testing Accommodations; Student Characteristics; Student Participation; Test Format; Accessibility (for Disabled); Student Placement; Difficulty Level; Educational Diagnosis; Selection Criteria; Elementary Secondary Education; State Policy Politikfeldanalyse; Schulleistung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Testentwicklung; Schülerpraktikum; Schwierigkeitsgrad; Pedagogical diagnostics; Pädagogische Diagnostik; Selection criterion; Auslesekriterium |
Abstract | In 2005, to address concerns about students who might fall in the "gap" between the regular assessment and the alternate assessment based on alternate achievement standards (AA-AAS), the U.S. Department of Education announced that states could develop alternate assessments based on modified achievement standards (AA-MAS). This article reports empirical evidence on characteristics of students participating in the AA-MAS, how students were assigned to test types, research on changes in assessment designs over a 4-year period, and changes in rates of participation and proficiency. The results suggest states and districts have struggled with how to appropriately assign students to this test option, and that there is a need to ensure this group of students has access to rigorous standards-based content. It concludes with a discussion of what can be learned from this policy attempt to resolve a very real problem as the United States moves toward the next generation of assessments. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |