Handbook of Accessible Achievement Tests for All Students
- 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.
- 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.
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.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 score
Introduction.-Accessible Tests, Inclusive Assessment Systems, & Needed Innovations.-I. Federal Policies & Legal Considerations.-Federal Policies that Support Inclusive Assessments.-IEP Team Decision Making for More Inclusive Assessments.-Legal Issues in Testing.-II. Classroom Connections.-Opportunity to Learn What is Tested.-Classroom Learning and Students with Persistent Academic Difficulties.-Instructional Accommodations and Modifications that Support Learning.-Test-wiseness and Test Preparation.-III.Test Design Principles and Innovative Practices for More Accessible Tests.-Validity Evidence for Accommodated and Modified Tests.-Item Writing Research.-Universal Design and Cognitive Load Theories Influence on Item and Test Design.-Testing Accommodations and Item Modifications: Research to Guide Practice.-Students Input: Cognitive Labs and Surveys.-Computerized Tests Sensitive to Individual Needs.-Defining Proficient Performances and Setting Standards.-Conclusions: Accessibility Challenges, Innovative Answers.-Implementing Modified Achievement Tests: Cost / Benefits.-Accessible Tests of Student Achievement: Why now and How
Ryan J. Kettler, PhD is a Research Assistant Professor in Special Education at Peabody College of Vanderbilt University. He received his doctorate in Educational Psychology, with a specialization in School Psychology, from the University of Wisconsin-Madison in 2005. Ryan's dissertation,
Peter A. Beddow, PhD received his doctorate in Special Education and Educational Psychology at Vanderbilt University in 2011. His research focuses on test accessibility and item-writing for assessments of student achievement. He is the senior author of the Test Accessibility and Modification Inventory (TAMI) and the Accessibility Rating Matrix, a set of tools for evaluating the accessibility of test items for learners with a broad range of abilities and needs. Based on his work on accessibility theory, Peter was awarded the Bonsal Education Research Entrepreneurship Award in 2009 and the Melvyn R. Semmel Dissertation Research Award in 2010. Prior to beginning his academic career, Peter taught for seven years in Los Angeles County, including five years teaching Special Education for students with emotional and behavior problems at Five Acres School, part of a residential treatment facility for children who are wards-of-the-court for reasons of abuse and neglect. Peter's primary goal is to help children realize their infinite value and achieve their ultimate potential. Pete lives in Nashville, Tennessee.
Alexander Kurz, MEd is a doctoral student in Special Education and the Interdisciplinary Program in Educational Psychology at Vanderbilt University. He has studied in Germany and the U.S. earning degrees in Special Education and Philosophy. Upon moving to the U.S., he worked as a special education teacher in Tennessee and California, designed and implemented curricula for reading intervention classes, and participated in school reform activities through the Bill and Melinda Gates Foundation. Prior to beginning his doctoral studies, Alex worked as behavior analyst for children with autism and as an educational consultant to Discovery Education Assessment. During his graduate work at Vanderbilt, he collaborated with the Wisconsin Center for Education Research and Discovery Education Assessment leading research efforts to examine curricular alignment and its relation to student achievement for students with and without disabilities. Alex has coauthored several peer-reviewed publications on alignment and alternate assessment. His latest scholarly contributions have reexamined the concepts of opportunity-to-learn (OTL), alignment, and access to the general curriculum in the context of curricular frameworks for general and special education. Alex is the senior author of My Instructional Learning Opportunities Guidance System, a teacher-oriented OTL measurement tool. His current interest in educational technology and innovation is aimed at identifying and creating pragmatic solutions to the problems of practice.
- XIV, 341 Seiten, Maße: 18,7 x 26,4 cm, Gebunden, Englisch
- Herausgegeben: Stephen N. Elliott, Ryan J. Kettler, Peter A. Beddow, Alexander Kurz
- Verlag: Springer, New York
- ISBN-10: 144199355X
- ISBN-13: 9781441993557
- Erscheinungsdatum: 06.05.2011
"The Handbook of Accessible Achievement Tests for All Students considers access not only from the perspective of accommodations and test construction, but also from opportunity to learn the grade-level content. The authors provide an important synthesis of research and policy and offer ideas for future directions in making assessment inclusive of students with disabilities."Diane M. Browder, Ph.D.Lake and Edward P. Snyder Professor of Special EducationUniversity of North Carolina at Charlotte
"Access to high quality education is the great equalizer in American society. This new book provides a roadmap for ensuring that students with disabilities are afforded such an education by showing us how to develop fair and valid assessments for measuring these youngsters' academic progress. For anyone interested in teaching, testing, and advancing equitable educational accountability this is a must-have book."Steve Graham, Ed.D.Currey Ingram ProfessorVanderbilt University
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