Alternate Assessments Based on Alternate Achievement Standards: Principals' Perceptions

2008 ◽  
Vol 33 (3) ◽  
pp. 122-133 ◽  
Author(s):  
Elizabeth Towles-Reeves ◽  
Harold Kleinert ◽  
Lynley Anderman
Keyword(s):  
Alternate Assessments ◽  
Achievement Standards ◽  
Principals Perceptions

Constructing and Evaluating a Validation Argument for a Next-Generation Alternate Assessment

2020 ◽  
Author(s):  
Amy K. Clark ◽  
Meagan Karvonen
Keyword(s):  
Data Collection ◽  
Assessment System ◽  
Alternate Assessment ◽  
Theory Of Action ◽  
Validity Evidence ◽  
Dynamic Learning ◽  
Alternate Assessments ◽  
Overall Evaluation ◽  
Computer Based ◽  
Achievement Standards

Alternate assessments based on alternate achievement standards (AA-AAS) have historically lacked broad validity evidence and an overall evaluation of the extent to which evidence supports intended uses of results. An expanding body of validation literature, the funding of two AA-AAS consortia, and advances in computer-based assessment have supported improvements in AA-AAS validation. This paper describes the validation approach used with the Dynamic Learning Maps® alternate assessment system, including development of the theory of action, claims, and interpretive argument; examples of evidence collected; and evaluation of the evidence in light of the maturity of the assessment system. We focus especially on claims and sources of evidence unique to AA-AAS and especially the Dynamic Learning Maps system design. We synthesize the evidence to evaluate the degree to which it supports the intended uses of assessment results for the targeted population. Considerations are presented for subsequent data collection efforts.

Characteristics of and Implications for Students Participating in Alternate Assessments Based on Alternate Academic Achievement Standards

2009 ◽  
Vol 45 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Jacqueline Farmer Kearns ◽  
Elizabeth Towles-Reeves ◽  
Harold L. Kleinert ◽  
Jane O'Regan Kleinert ◽  
Megan Kleine-Kracht Thomas
Keyword(s):  
Academic Achievement ◽  
Alternate Assessments ◽  
Achievement Standards

Students With the Most Significant Disabilities, Communicative Competence, and the Full Extent of Their Exclusion

2019 ◽  
Vol 45 (1) ◽  
pp. 34-38
Author(s):  
Harold L. Kleinert
Keyword(s):  
Communicative Competence ◽  
Cognitive Disabilities ◽  
Significant Disabilities ◽  
Full Extent ◽  
Significant Cognitive Disabilities ◽  
Alternate Assessments ◽  
Achievement Standards

In this brief response to Agran et al., I provide data on the extent to which students with the most significant cognitive disabilities (i.e., those students participating in alternate assessments on alternate achievement standards) are separated educationally from their peers without disabilities. I further discuss additional factors that may be contributing to separate placements for students with the most significant disabilities. Finally, I provide some promising resources that may help to address these persistent issues.

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

2010 ◽  
Vol 76 (4) ◽  
pp. 457-474 ◽  
Author(s):  
Ryan J. Kettler ◽  
Stephen N. Elliott ◽  
Peter A. Beddow ◽  
Elizabeth Compton ◽  
Dawn McGrath ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Students With Disabilities ◽  
Adaptive Behavior ◽  
Academic Competence ◽  
Validity Evidence ◽  
Significant Cognitive Disabilities ◽  
Math Scores ◽  
Alternate Assessments ◽  
Reading And Math ◽  
Achievement Standards

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.

Incorporating Student Input in Developing Alternate Assessments Based on Modified Academic Achievement Standards

2010 ◽  
Vol 77 (1) ◽  
pp. 61-80 ◽  
Author(s):  
Andrew T. Roach ◽  
Peter A. Beddow ◽  
Alexander Kurz ◽  
Ryan J. Kettler ◽  
Stephen N. Elliott
Keyword(s):  
Academic Achievement ◽  
Alternate Assessments ◽  
Student Input ◽  
Achievement Standards
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