|
An Evaluation of High Stakes Tests in Respect to Special Needs Populations
|
| Presenter(s):
|
| Xin Liang, University of Akron, liang@uakron.edu
|
| Jane Beese, University of Akron, jab128@uakron.edu
|
| Abstract:
Including students with disabilities under the regulations of NCLB has been controversial since the law was approved. According to Darling-Hammond (2007), approximately one-third of public schools have been classified as failing to meet AYP with projections reaching as high as 80% of schools failing to achieve AYP by 2014, primarily due to subgroup targets that must be reached. NWEA MAP is a state-aligned computerized adaptive test that reflect the instructional level of each student that measures growth over time. The purpose of this paper is to present the experience of schools in a Midwestern state using NWEA MAP in comparison with State achievement test assessing academic performance for students with special needs. It is our hope that this paper will generate discussions about using alternative assessment tools and the need for growth information in school accountability related to special needs populations.
|
|
Using a Multifaceted Approach to Investigate Innovative Assessments for Students With Special Needs
|
| Presenter(s):
|
| Vasanthi Rao, University of South Carolina, vasanthiji@yahoo.com
|
| Grant Morgan, University of South Carolina, praxisgm@aol.com
|
| John Payne, South Carolina Department of Education, jrpayne@ed.sc.gov
|
| Ching Ching Yap, Savannah College of Art and Design, ccyap@mailbox.sc.edu
|
| Abstract:
Recent changes in No Child Left Behind legislation have provided states the flexibility of investigating alternate innovative assessments based on modified achievement standards for certain students with special needs. To gain a comprehensive understanding of the appropriate modification strategies, South Carolina Department of Education, a recipient of two federal (Enhanced Assessment and General Supervision) grants, adopted a multifaceted approach that involve experts such as psychometricians, special education researchers, education and assessment specialists, and education evaluators. These experts collaborated to provide information about the (a) effectiveness of modification strategies, (b) item functioning of students with and without special needs, (c) identification strategies for qualified students for the modified achievement assessment, and (d) current strategies used by educators with qualified students. By shedding light on each facet of the issue, the result is the provision of comprehensive information that can be used to inform alternate assessment stakeholders.
|
| |