The Inclusion Of Students With Disabilities And Limited English Proficient Students In Large-Scale Assessments: A Summary Of R.. ED410698... U.S. Department Of Education PDF Download
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Author: United States. Office of Educational Research and Improvement
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: United States. Office of Educational Research and Improvement
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author:
Publisher: DIANE Publishing
ISBN: 1428927646
Category :
Languages : en
Pages : 112
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Author: John F. Olson
Publisher: Department of Education Office of Educational
ISBN: 9780160491320
Category : Children with disabilities
Languages : en
Pages : 107
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Book Description
This report presents a compendium of approaches to the inclusion of students with disabilities or of Limited English Proficiency (LEP) in large-scale assessments such as the National Assessment of Educational Progress (NAEP) or state assessment programs. Chapter 1 presents an overview and lists organizations involved in this effort. Chapters 2 and 3 summarize inclusion activities and research projects related to increasing the participation of students with disabilities or LEP, respectively, in assessments. Information on the different types of accommodations used around the nation is included. Chapter 4 presents details of the approaches and procedures implemented by NAEP in recent years, focusing on the implementation of an NAEP-like assessment in Puerto Rico in 1994, the national field test in 1995 of revised procedures, and the implementation of new inclusion and accommodation procedures in the 1996 NAEP. In Chapter 5, a listing of the status of ongoing research projects studying varying aspects of the use of new procedures for NAEP is included, with a discussion of yet-to-be-resolved technical issues and future directions for NAEP and large-scale assessments in general. Appendices list acronyms, define key terms, and identify further resources. (Contains 112 references.) (DB)
Author:
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Category :
Languages : en
Pages :
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Author: National Research Council
Publisher: National Academies Press
ISBN: 0309165903
Category : Education
Languages : en
Pages : 150
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Book Description
U.S. public schools are responsible for educating large numbers of English language learners and students with disabilities. This book considers policies for including students with disabilities and English language learners in assessment programs. It also examines the research findings on testing accommodations and their effect on test performance. Keeping Score for All discusses the comparability of states' policies with each other and with the National Assessment of Educational Progress (NAEP) policies and explores the impact of these differences on the interpretations of NAEP results. The book presents a critical review of the research literature and makes suggestions for future research to evaluate the validity of test scores obtained under accommodated conditions. The book concludes by proposing a new framework for conceptualizing accommodations. This framework would be useful both for policymakers, test designers, and practitioners in determining appropriate accommodations for specific assessments and for researchers in planning validity studies.
Author: Jane E. Minnema
Publisher:
ISBN:
Category :
Languages : en
Pages : 68
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Book Description
The National Center on Educational Outcomes (NCEO) has for the past four years conducted research on large-scale assessment and instructional issues for English language learners (ELLs) with disabilities, but neither NCEO's research nor any other research study has yet described large-scale assessment experiences at the local school level for English language learners with disabilities. This study was designed, in part, to clarify some of the issues that surround including English language learners in states' large-scale assessment programs. Specifically, the authors gathered practical information at the local school level to understand these students' large-scale assessment experiences from a variety of perspectives, to describe the characteristics of ELLs with disabilities as well as the characteristics of their schools, and to make known the level of awareness that students and their families have about large-scale assessments. Four research questions guided this study: (1) What perceptions do educators, parents, and students have about the experiences of English language learners with disabilities who participate in large-scale assessments? (2) How are English language learners with disabilities performing in large-scale assessments? (3) How are participation decisions made to test English language learners with disabilities in large-scale assessments? and (4) What are the characteristics of schools that test English language learners with disabilities in large-scale assessments? A number of striking trends emerged highlighting important aspects of these students' inclusion in large-scale assessments. Each trend, along with supporting evidence, is presented. The survey instruments are appended. (Contains 8 tables and 7 figures.).
Author: Gerald Tindal
Publisher: Routledge
ISBN: 1135066566
Category : Education
Languages : en
Pages : 71
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Book Description
Large Scale Testing of Students With Disabilities addresses three issues: accommodations, modifications, and reporting of outcomes. The purpose is not to present an exhaustive summary of the research in these areas but to focus attention on how the issues are considered and empirically validated. The research summarized in this issue should serve as a model for state departments to consider in adoption of policy, either as findings upon which to inform policy or as a method to adopt in generating findings themselves. The studies reflect critical methodologies that are either experimental in design or use extant data sets as well as present a theoretical framework in how to interpret empirical results.
Author: National Research Council
Publisher:
ISBN: 9780309384063
Category :
Languages : en
Pages : 150
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Book Description
U.S. public schools are responsible for educating large numbers of English language learners and students with disabilities. This book considers policies for including students with disabilities and English language learners in assessment programs. It also examines the research findings on testing accommodations and their effect on test performance. Keeping Score for All discusses the comparability of statesâ (TM) policies with each other and with the National Assessment of Educational Progress (NAEP) policies and explores the impact of these differences on the interpretations of NAEP results. The book presents a critical review of the research literature and makes suggestions for future research to evaluate the validity of test scores obtained under accommodated conditions. The book concludes by proposing a new framework for conceptualizing accommodations. This framework would be useful both for policymakers, test designers, and practitioners in determining appropriate accommodations for specific assessments and for researchers in planning validity studies.
Author:
Publisher:
ISBN:
Category : Students with disabilities
Languages : en
Pages : 5
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Book Description
Author: Jane E. Minnema
Publisher:
ISBN:
Category :
Languages : en
Pages : 119
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Book Description
This study was designed, in part, to clarify some of the issues that surround including English language learners in states' large-scale assessment programs. More specifically, the authors gathered practical information at the local school level to understand these students' large-scale assessment experiences from a variety of perspectives, to describe the characteristics of English language learners with disabilities as well as the characteristics of their schools, and to make known the level of awareness that students and their families have about large-scale assessments. Two broad research questions were addressed in this study: (1) What perceptions do educators, parents, and students have about the experiences of English language learners with disabilities who participate in large-scale assessments? and (2) What are the characteristics of schools that test English language learners with disabilities in large-scale assessments? The case study research design, in which one school is defined as a case, used a mixed method approach to collect quantitative and qualitative data from four sources of data. Data were collected on site in three schools and one alternative school program in a large urban school district located in a large western state. The findings from the document review, written survey, and face-to-face interviews are each presented in different formats, allowing the researchers to highlight the most interesting and useful findings from each data collection activity. To discern the useful information that emerged from the findings, the authors compared school level and sample subgroup results for a discussion that concludes this report. While the findings cannot be directly generalized to other school sites due to the nature of the case study research design for this project, they do indicate noticeable school characteristics, policies, and procedures that are important considerations for policymakers, administrators, and practitioners who strive to better include English language learners with disabilities in states' large-scale assessment and accountability programs. Seven such important considerations are identified and explored herein. The following are appended: (1) research instruments; and (2) Tabled Results by Written Survey Item. (Contains 10 tables and 37 figures.).
