The importance of mathematical problem solving (MPS) has been widely recognized. While there has been significant progress in developing and studying interventions to support teaching and learning MPS for students with disabilities, the research on how to accurately and effectively assess the impact of those interventions has lagged, leaving a gap…

Primary school educators in South Africa often experience difficulties in applying recommended adaptive assessment methods in large multilingual classes, with these challenges being exacerbated when teaching and assessing English as First Additional Language (EFAL). In this article, we report on a study that explored Grade 6 educators' knowledge…

A qualitative study adopting a phenomenological approach examined the feedback of 53 sixth-grade students (aged 11-12) who participated in an annual educational program on climate change and environmental activism. The program was structured around instilling hope while utilizing the 'head,' 'heart,' and 'hands' pedagogical framework. Research…

While literacy research in the area of multimodality includes a range of communication modes, the combination of the visual and verbal modes is arguably the most common multimodal text form used in classroom contexts from posters, charts and information texts to picture books and graphic novels. Assessment of students' understanding of visual and…

The purpose of this research was to investigate the utility of dynamic assessment (DA) in identifying a group of "twice-exceptional students" who exhibited mathematical giftedness and specific learning disabilities (MG/LDs). A quantitative method was applied by a multidisciplinary team to identify 30 students (16 girls and 14 boys) in…

The 2020-2021 school year presented unprecedented challenges for States and local educational agencies (LEAs) throughout the country because of the national pandemic caused by the novel coronavirus disease 2019 (COVID-19). For successful recovery efforts, it is essential to examine the expectations for children with disabilities, English learners…

For the past decade, the accountability model associated with No Child Left Behind (NCLB) emphasized proficiency on end of year tests; with Every Student Succeeds Act (ESSA) the emphasis on proficiency within statewide testing programs, though now integrated with other measures of student learning, nevertheless remains a primary metric for…

West Virginia uses multiple state assessments to measure student achievement and inform program decision-making. The Individuals with Disabilities Education Improvement Act of 2004 requires participation of students with disabilities in statewide assessments to be consistent with the Elementary and Secondary Education Act of 2001 and current with…

This study aims to investigate the students' learning assessment practices used by Jordanian teachers of mathematics for grades (1-6) in Amman. The sample of the study consists of (402) teachers. A questionnaire of (72) items are developed on four domains, namely: questions, homework, exams, and alternative strategies. Validity and reliability are…

Alternate assessments based on alternate achievement standards (AA-AAS) are designed to measure the academic achievement of students with the most significant cognitive disabilities (SWSCDs). AA-AAS present unique measurement challenges because of the inherent need for individualization in item presentation and response, combined with expectations…

West Virginia uses multiple state assessments to measure student achievement and inform program decision making. States are required to provide guidance for appropriate participation of all students, including those with English Learners and those with disabilities, in required state assessments. The West Virginia Department of Education has…

Students with significant cognitive disabilities are eligible to participate in two statewide testing options for accountability: alternate assessments or general assessments with appropriate accommodations. Participation guidelines are generally quite vague, leading to students "switching" test participation between years. In this…

This article used several data sets from a large-scale state testing program to examine the feasibility of combining general and modified assessment items in computerized adaptive testing (CAT) for different groups of students. Results suggested that several of the assumptions made when employing this type of mixed-item CAT may not be met for…

West Virginia uses multiple state assessments to measure student achievement and inform program decision making. The Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) requires participation of students with disabilities in statewide assessments to be consistent with the Elementary and Secondary Education Act of 2001…

Alternate assessments based on alternate achievement standards are designed to measure the academic achievement of students with the most significant cognitive disabilities. Because this population has not previously been included in large-scale testing programs, these assessments present unique measurement challenges. Probably the most…