State-level testing programs continue to grow, and the challenge of validation does not wane. Although more than a decade has passed since the 1999 Joint Standards for Educational and Psychological Testing set out a call for the organization of validity evidence into validity arguments, practical examples of such arguments are not readily…

The characteristics of a state's accommodations policy may affect a state's decision about whether to develop an alternate assessment based on modified achievement standards (AA-MAS). A very restrictive accommodations policy may make it more difficult for some students to participate in the state's regular assessment used for accountability…

The purpose of this study was to examine all states' participation guidelines for alternate assessments based on alternate achievement standards (AA-AAS) and to analyze these guidelines for common and contrasting themes. State alternate assessment participation guidelines were found for all 50 states. Participation guidelines were coded, and 12…

In this commentary on the "Peabody Journal of Education" special edition, the author addresses implications of the contributing articles to three central domains of interest to states engaged in or considering the development of an alternate assessment on modified academic achievement standards: (a) identifying an eligible student population, (b)…

The relationships between ratings on the Idaho Alternate Assessment (IAA) for 116 students with significant disabilities and corresponding ratings for the same students on two norm-referenced teacher rating scales were examined to gain evidence about the validity of resulting IAA scores. To contextualize these findings, another group of 54…

This article describes the development of Kentucky's alternative assessment for students with disabilities, including the content and scoring standards for the Alternate Portfolio. Specific examples of entries at each grade are given. Initial implementation data are presented, and critical issues in the development of alternate statewide…

Details the history of California's experience with large-scale writing assessment. Describes the introduction, development, and scoring of the California Assessment Program, later renamed the California Learning Assessment System (CLAS). Discusses controversies over removal of certain writing prompts and objections to CLAS. Notes that funding for…

Commonly employed measures of school quality can lead to very misleading results. Especially at the state level, nonrepresentative data such as aggregate Scholastic Aptitude Test scores provide very biased measures of school performance. Far superior are direct estimates of achievement growth. (SK)

A survey of 44 national authorities in best practices for students with severe cognitive disabilities found a high degree of professional congruence on the core of best practices embodied in the performance criteria for Kentucky's alternate assessment for students with significant disabilities. Concerns about more limited learner outcomes are…

This article provides a template to assist policymakers in developing and refining reliable large-scale alternate assessments for students with significant disabilities unable to participate in general state and district assessments. It also discusses Kentucky's 10-year experience with its alternate assessment and experiences of other states…

This commentary on "Accountability for All Students: Kentucky's Alternate Portfolio Assessment for Students with Moderate and Severe Cognitive Disabilities" (Kleinert and others), discusses the convergence of the inclusion movement and school reform efforts and the ability of the portfolio assessment to facilitate the inclusion of…

This study presents a longitudinal and intertextual analysis of educational policymaking activity in California over a 10-year period to identify factors that supported local policy implementation in a shifting political climate. Analysis reveals the essential nature of coherence, capacity building, and changed practices in building an alternative…

Most states have expanded their statewide testing programs to include alternative educational assessments, and two (Kentucky and Maine) have completely abandoned the multiple-choice format. However, over half of states designing alternative assessments are encountering major difficulties related to the high cost of performance-based assessments,…

In the United States, large-scale assessment is beginning to be used to promote educational system accountability and improvement. Widespread dissatisfaction with student outcomes and public schooling is fueling the search for alternative assessments as a part of educational reform. (SLD)

Conflicting policy decisions, scaling difficulties, teacher resistance, and mediocre results are slowing adoption of authentic student-evaluation measures. With more conservative state leadership, California and Arizona rejected performance assessment, and other states have followed. Despite various setbacks, new assessments are becoming the norm.…