This report provides a snapshot of how accommodated tests for students with disabilities, accessibility, alternate assessments, and other related issues were addressed in states' test security policies for 2020-21. Strong test security policies and procedures are needed to help ensure the integrity and validity of state assessments, yet some test…

A report analyzing how accommodated tests, and students with disabilities and the assessments they take, are addressed in state test security policies -- a subject about which little is known. This analysis was conducted to partially fill this gap. The report provides a snapshot of how accommodated tests for students with disabilities, alternate…

Described is the evaluation of the pilot-test version of the Calendar Unit, part of an instructional unit developed by the Vocabulary Development Project, with 43 educable mentally retarded primary grade children from either special classes within regular schools or from a special school. Feedback for the formative evaluation came from comments of…

The performance of 272 elementary school aged educable retarded children was used in the final evaluation of the five unit Money, Measurement and Time program. Criterion referenced pre- and posttests were administered to assess the effectiveness of each unit, and A Cognitive Abilities Test evaluated Ss' general improvement in non-content-specific…

The effectiveness of the Time and Money units (which involve language and vocabulary in teaching time and money concepts to primary level retardates) was investigated with 112 nonretarded, 133 educable mentally retarded, and 115 trainable mentally retarded children. (SBH)

Instructional units on time and money were presented to 249 educable and trainable level mentally retarded children. Pretesting showed that Ss had a poorer understanding of time and money concepts than 229 nonretarded controls of the same MA. Significant performance increases from pretest to posttest resulted in the retardates' posttest scores…