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Lazarus, Sheryl S.; Brookhart, Susan M.; Ghere, Gail; Liu, Kristin K. – Journal of Special Education Leadership, 2022
The purpose of this article is to provide an overview of how students with disabilities, including students with significant cognitive disabilities and English learners with disabilities, can be included in local assessments used for instructional and programmatic decision making--that is, for formative purposes. This article focuses on formative…
Descriptors: Students with Disabilities, Student Evaluation, Educational Assessment, Formative Evaluation
Lazarus, Sheryl S.; Liu, Kristin K.; Hinkle, Andrew R.; Thurlow, Martha L. – National Center on Educational Outcomes, 2021
As states, districts, and schools plan to return for the 2021-22 school year, questions are raised about whether and how to test children with disabilities, including children with the most significant cognitive disabilities and English learners with disabilities. This FAQ addresses some common questions and provides links to useful resources.
Descriptors: Students with Disabilities, Testing, Evaluation Methods, Student Evaluation
Florida Department of Education, 2020
Throughout the years, career and technical education (CTE) has focused on teaching technical competencies and related academic skills that prepare students to enter and advance in a variety of career fields and postsecondary education. Program and course descriptions are reviewed on a regular basis to ensure that the technical and academic skills…
Descriptors: Vocational Education, Basic Skills, Student Evaluation, Evaluation Methods
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Rambo-Hernandez, Karen E.; Warne, Russell T. – TEACHING Exceptional Children, 2015
Out-of-level testing is an underused strategy for addressing the needs of students who score in the extremes, and when used wisely, it could provide educators with a much more accurate picture of what students know. Out-of-level testing has been shown to be an effective assessment strategy with high-achieving students; however, out-of-level…
Descriptors: Testing, Student Evaluation, High Achievement, Evaluation Methods
Sanders, Sara – National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC), 2019
This guide is designed to assist States, agencies, and/or facilities who work with youth who are neglected, delinquent, or at-risk (N or D). The information in the guide will benefit those who are (a) interested in implementing pre-posttests, (b) in the process of identifying an appropriate pre-posttest, or (c) ready to evaluate current testing…
Descriptors: At Risk Students, Delinquency, Pretests Posttests, Testing
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International Journal of Testing, 2019
These guidelines describe considerations relevant to the assessment of test takers in or across countries or regions that are linguistically or culturally diverse. The guidelines were developed by a committee of experts to help inform test developers, psychometricians, test users, and test administrators about fairness issues in support of the…
Descriptors: Test Bias, Student Diversity, Cultural Differences, Language Usage
Lovett, Benjamin J. – Communique, 2011
Extended time is among the most common testing accommodations given to students with a wide range of disabilities. However, although school psychologists are often involved in accommodation decisions, many are unaware of research from the past decade that has changed their understanding of extended time. Used properly, testing accommodations let…
Descriptors: Testing Accommodations, School Psychologists, Testing, Disabilities
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Mislevy, Robert J.; Haertel, Geneva; Cheng, Britte H.; Ructtinger, Liliana; DeBarger, Angela; Murray, Elizabeth; Rose, David; Gravel, Jenna; Colker, Alexis M.; Rutstein, Daisy; Vendlinski, Terry – Educational Research and Evaluation, 2013
Standardizing aspects of assessments has long been recognized as a tactic to help make evaluations of examinees fair. It reduces variation in irrelevant aspects of testing procedures that could advantage some examinees and disadvantage others. However, recent attention to making assessment accessible to a more diverse population of students…
Descriptors: Testing Accommodations, Access to Education, Testing, Psychometrics
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Flowers, Claudia; Kim, Do-Hong; Lewis, Preston; Davis, Violeta Carmen – Journal of Special Education Technology, 2011
This study examined the academic performance and preference of students with disabilities for two types of test administration conditions, computer-based testing (CBT) and pencil-and-paper testing (PPT). Data from a large-scale assessment program were used to examine differences between CBT and PPT academic performance for third to eleventh grade…
Descriptors: Testing, Test Items, Effect Size, Computer Assisted Testing
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Schanel-Klitsch, Eileen; Ciner, Elise B.; Appel, Sarah; Graboyes, Marcy – RE:view, 1999
A study examined detailed data on 100 consecutive Special Populations Assessment and Rehabilitation Center patients and found the program to be successful in conducting interdisciplinary visual evaluations of those with multiple impairments. The types of adaptive-testing procedures used for visual acuity and visual field testing are described. (CR)
Descriptors: Adults, Children, Evaluation Methods, Interdisciplinary Approach
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Koegel, Lynn Kern; Koegel, Robert L.; Smith, Annette – Journal of Autism and Developmental Disorders, 1997
A study of six children (ages 3-9) with autism assessed whether manipulation of variables related to motivation and attention in children with autism would influence performance on standardized tests. Results found the children showed higher scores when conditions were modified to improve the likelihood of responding to test stimuli. (Author/CR)
Descriptors: Attention, Autism, Evaluation Methods, Standardized Tests
Tindal, Gerald; Heath, Bill; Hollenbeck, Keith; Almond, Patricia; Harniss, Mark – 1998
In this study, fourth-grade special education students (n=78) and general education students (n=403) took a large-scale statewide test using standard test administration procedure and two major accommodations addressing response conditions and test administration. On both reading and math tests, students bubbled in answers on a separate sheet (the…
Descriptors: Disabilities, Educational Assessment, Elementary Education, Evaluation Methods
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Shaw, Jerome M. – Yearbook of the National Society for the Study of Education, 2005
In this article, the author approaches accountability testing from a more micro level and offers a response to the question, "What can be done to get assessment right at the classroom level?" The author's answer refers back to accountability issues by considering that class of assessments most commonly used for such a purpose, herein referred to…
Descriptors: Student Evaluation, Testing, Accountability, High Stakes Tests
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Burdette, Paula – Assessment for Effective Intervention, 2001
This article highlights alternate assessment scoring and reporting in Delaware and Indiana. Delaware's alternate assessment portfolios are scored by two third parties using a multidimensional rubric. In Indiana, lead teachers use a rubric similar to that used in general education assessments to score alternate assessment electronic portfolios.…
Descriptors: Academic Accommodations (Disabilities), Academic Standards, Accountability, Alternative Assessment
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Thompson, Sandra J.; Quenemoen, Rachel F. – Assessment for Effective Intervention, 2001
These steps are described for implementation: inform stakeholders of the importance of alternate assessments, educate all students to high standards, identify partners to support participants, use a practical process to decide eligibility, develop standards-based Individualized Education Programs, use a variety of assessment strategies, use scores…
Descriptors: Academic Accommodations (Disabilities), Academic Standards, Accountability, Alternative Assessment
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