Details

Autor(en) / Beteiligte

• Elliott, Stephen N[Herausgeber]
• Kettler, Ryan J[Herausgeber]
• Beddow, Peter A[Herausgeber]
• Kurz, Alexander[Herausgeber]

Titel

Handbook of Accessible Achievement Tests for All Students : Bridging the Gaps Between Research, Practice, and Policy [electronic resource]

Auflage

1st ed. 2011

Ort / Verlag

New York, NY : Springer New York

Erscheinungsjahr

2011

Link zum Volltext

• SpringerLink Books - AutoHoldings

Beschreibungen/Notizen

• Description based upon print version of record.
• Includes bibliographical references and index.
• ""Preface""; ""Contents""; ""Contributors""; ""About the Editors""; ""1 Creating Access to Instruction and Tests of Achievement: Challenges and Solutions""; ""Legislative Context and Key Concepts""; ""Providing Access to Overcome Barriers""; ""Access via Opportunity to Learn""; ""Access via Testing Accommodations""; ""Access via Well-Designed Test Items""; ""Actions and Innovations Needed to Keep Moving Forward""; ""Conclusions""; ""References""; ""Part I Government Policies and Legal Considerations""; ""2 U.S. Policies Supporting Inclusive Assessments for Students with Disabilities""
• ""U.S. Policies Supporting Inclusive Assessment of Students with Disabilities""""Assessment Policies in the 1960s and 1970s: Inclusion and 'Equal Terms'""; ""The 1980s and 1990s: IEP as Curriculum""; ""IDEA 97 and Options for Alternate Assessment""; ""2001 No Child Left Behind Act""; ""2002--2003 Title I Regulations Permitting Alternate Achievement Standards in Accountability""; ""IDEA 2004 and Assessments Measuring Responsiveness to Intervention""; ""2007 Joint Title I IDEA Regulations Permitting Modified Academic Achievement Standards in Accountability""
• ""'Race To The Top' Assessment Initiatives""""References""; ""3 U.S. Legal Issues in Educational Testing of Special Populations""; ""Introduction""; ""Nonstandard Test Administrations""; ""Federal Legislation""; ""Section 504 of the Rehabilitation Act""; ""Americans with Disabilities Act (ADA)""; ""Individuals with Disabilities Education Act (IDEA)""; ""Professional Standards""; ""Terminology""; ""Tension Between Accessibility and Construct Preservation/Score Comparability""; ""Labeling Nonstandard Test Administrations""; ""Skill Substitution""; ""Construct Fragmentation""
• ""Construct Shift""""Public Policy Exceptions""; ""Leveling the Playing Field: Access Versus Success""; ""Oregon Case Settlement""; ""No Child Left Behind (NCLB) Modified Tests""; ""Eligibility for Nonstandard Test Administrations""; ""Undue Burdens""; ""Graduation Testing Challenges""; ""The Debra P. and GI Forum Cases""; ""Notice""; ""Curricular Validity""; ""Retests and Remediation""; ""Notice and Curricular Validity for Special Education Students""; ""The Brookhart Case""; ""The Ambach Case""; ""Recent Challenges to Graduation Tests by Students with Disabilities""; ""The Indiana Case""
• ""The California Case""""ELL Challenges to Graduation Tests""; ""The Texas ELL Case""; ""The California ELL Case""; ""Accountability Testing Challenges""; ""No Child Left Behind (NCLB) Act""; ""NCLB ELL Provisions""; ""ELL ''Accommodations'' and Modifications""; ""Majority and Minority ELLs""; ""Construct Shift""; ""California State Law Case (2000)""; ""NCLB Cases""; ""The Reading School District Case""; ""The Coachella Valley Case""; ""Recommendations""; ""Conclusion""; ""References""
• ""4 IEP Team Decision-Making for More Inclusive Assessments: Policies, Percentages, and Personal Decisions""
• The Handbook of Accessible Achievement Tests for All Students: Bridging the Gaps Between Research, Practice, and Policy presents a wealth of evidence-based solutions designed to move the assessment field beyond “universal” standards and policies toward practices that enhance learning and testing outcomes. Drawing on an extensive research and theoretical base as well as emerging areas of interest, the volume focuses on major policy concerns, instructional considerations, and test design issues, including: The IEP team’s role in sound assessment. The relationships among opportunity to learn, assessment, and learning outcomes. Innovations in computerized testing and the “6D” framework for standard setting. Legal issues in the assessment of special populations. Guidelines for linguistically accessible assessments. Evidence-based methods for making item modifications that increase the validity of inferences from test scores. Strategies for writing clearer test items. Methods for including student input in assessment design. Suggestions for better measurement and tests that are more inclusive. This Handbook is an essential reference for researchers, practitioners, and graduate students in education and allied disciplines, including child and school psychology, social work, special education, learning and measurement, and education policy.
• English