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Curricular Implications of Alternate Assessments.

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Title: Curricular Implications of Alternate Assessments.
Language: English
Authors: Browder, Diane, Flowers, Claudia, Ahlgrim-Delzell, Lynn, Karvonen, Meagan, Spooner, Fr, Algozzine, Robert, North Carolina Univ., Charlotte.
Availability: For full text: http://www.uncc.edu/aap/aatir/pdf_folder/manuscripts/ ncme2002.pdf.
Peer Reviewed: N
Page Count: 32
Publication Date: 2002
Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC.
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Alternative Assessment, Content Validity, Curriculum, Disabilities, Elementary Secondary Education, National Standards, Special Education, State Programs, Teachers, Testing Programs
Laws, Policies and Program Identifiers: Individuals with Disabilities Education Act
Abstract: The 1997 amendments to the Individuals with Disabilities Education Act (IDEA) required that states provide alternate assessments for students unable to participate in the statewide assessment systems (e.g., those with severe disabilities). IDEA mandated that alternate assessments access the general curriculum. This study examined the curricular focus of alternate assessments. A content validity procedure was used to examine alternate assessment performance indicators in mathematics, language arts, and functional skills from 42 states. Experts in mathematics, language arts, severe disabilities (n=30), and a group of stakeholders (5 teachers and 4 administrators) examined the alignment of the performance indicators to national standards and the general curriculum. Results suggest it is possible to create assessments for students with severe disabilities that access the general curriculum and reflect national mathematics and language arts standards and are acceptable to stakeholders; however, many states' alternate assessments were not accessing the general curriculum. This confusion is reflected in both the variation across states' examples of extended standards and the reactions of stakeholders and experts to them. Direction for improvement of alternate assessment practices is provided. (Contains 57 references.) (Author/SLD)
Entry Date: 2002
Accession Number: ED463301
Database: ERIC
FullText Text:
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  Data: Curricular Implications of Alternate Assessments.
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  Data: For full text: http://www.uncc.edu/aap/aatir/pdf_folder/manuscripts/ ncme2002.pdf.
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  Data: The 1997 amendments to the Individuals with Disabilities Education Act (IDEA) required that states provide alternate assessments for students unable to participate in the statewide assessment systems (e.g., those with severe disabilities). IDEA mandated that alternate assessments access the general curriculum. This study examined the curricular focus of alternate assessments. A content validity procedure was used to examine alternate assessment performance indicators in mathematics, language arts, and functional skills from 42 states. Experts in mathematics, language arts, severe disabilities (n=30), and a group of stakeholders (5 teachers and 4 administrators) examined the alignment of the performance indicators to national standards and the general curriculum. Results suggest it is possible to create assessments for students with severe disabilities that access the general curriculum and reflect national mathematics and language arts standards and are acceptable to stakeholders; however, many states' alternate assessments were not accessing the general curriculum. This confusion is reflected in both the variation across states' examples of extended standards and the reactions of stakeholders and experts to them. Direction for improvement of alternate assessment practices is provided. (Contains 57 references.) (Author/SLD)
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      – Text: English
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      Pagination:
        PageCount: 32
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      – SubjectFull: Alternative Assessment
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      – SubjectFull: Content Validity
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      – SubjectFull: Curriculum
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      – SubjectFull: Disabilities
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: National Standards
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      – SubjectFull: Special Education
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      – SubjectFull: Individuals with Disabilities Education Act
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