Tag » assessment

• Learning Academies: Module 6, Assessment

  1/1/05 - National Institute for Urban School Improvement,

  Conducting sound assessments is a necessary part of exemplary teaching. Assessments not only evaluate student learning, they serve to guide subsequent instruction. This module looks at the construction of both quality assessments and student learning outcomes, examines multiple ways to assess learning, explores the use of rubrics for assessing student work, and highlights key elements of performance assessment tasks.

• A framework for developing high-quality english language proficiency standards and assessments

  1/1/08 - Southeast Comprehensive Center,

  Edynn Sato, PhD, director, WestEd Assessment and Accountability Comprehensive Center, discusses the framework for creating high-quality English language proficiency (ELP) standards and assessments. The purpose of the framework is to assist states with interpretation and implementation of Title III requirements for ELP standards and assessments.

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  Achieving Transparency in the Public Reporting of 2006-2007 Assessment Results

  1/1/09 - Debra Albus, Martha Thurlow, Chris Bremer

  The 2006-2007 school year was the eighth annual reporting period since disaggregating the performance of students with disabilities on state and district-wide assessments was required by the Individuals with Disabilities Education Act (IDEA). It is the fifth reporting period since the enactment of the No Child Left Behind Act (NCLB), and the eleventh in a series of National Center on Educational Outcomes (NCEO) reports documenting state public reporting practices. Historically, the number of...

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  Analysis of the developmental functioning of early intervention and early childhood special education populations in Oregon

  1/1/09 - Gary Nave, Vicki Nishioka, Arthur Burke

  This report informs Oregon education policy-makers about the developmental functioning levels of children from birth through age 2 in early intervention services and children ages 3-5 in early childhood special education services at the time of entry into services, using data from the Oregon Early Childhood Assessment System. The assessment system contains data on the assessed developmental functioning levels of children based on the 16 Oregon early childhood foundation areas and the three...

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  Evaluation of the technical evidence of assessments for special student populations

  1/1/07 - Sato, E., Rabinowitz, S., Worth, P., Gallagher, C., Lagunoff, R., Crane, E.

  This evaluation updates and extends the work presented in Technical Adequacy of Assessments for Alternate Student Populations (Rabinowitz & Sato, 2005). This project is ongoing and is intended to inform developers and consumers of assessments for special student populations (ELLs and SWDs). The evaluation focuses on the technical adequacy of evidence related to assessments used to meet relevant Title I and Title III requirements under NCLB. In addition to the report, which includes a...

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  Framework for high-quality english language proficiency standards and assessments

  1/1/09 - Assessment and Accountability Comprehensive Center,

  The Framework for High-Quality English Language Proficiency Standards and Assessments, its accompanying brief, and one-page overview of criteria were conceived as critical tools for states to use in their efforts to ensure that their English learner students achieve English language proficiency (ELP) and also achieve at high levels academically. Building on the best knowledge from relevant research and practice, the Framework provides criteria for high-quality ELP standards and aligned...

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  Guidelines for ensuring the technical quality of assessments affecting English language learners and students with disabilities: Development and implementation of regulations

  1/1/07 - Sato, E., Worth, P., Gallagher, C., Lagunoff, R., McKeag, H.

  The Guidelines provide research-based information on key issues relevant to the technical quality of assessments for English language learners (ELLs) and students with disabilities (SWDs). These guidelines reflect both syntheses of research and best/promising practices and include recommendations of resources for additional information on the technical quality of assessments for ELLs and SWDs. This is an evolving document, and will be updated periodically to incorporate new information and...

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  Indiana’s Vision of Response to Intervention

  1/1/09 - Yuri Kashima, Bridget Schleich, Terry Spradlin

  Response to Intervention (RTI) is a school-wide, integrative approach to instruction and intervention that provides a continuum of services to all students, both within general and special education (Martinez, Nellis, & Prendergast,2006). Further, RTI focuses on the frequent monitoring of student progress using formative* and summative*1 assessments, and providing students with differentiated and evidence-based classroom instruction. Thus, RTI can be viewed as a framework of service delivery...

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  Language and reading interventions for English language learners and English language learners with disabilities

  1/1/09 - Mabel O. Rivera, Ani C. Moughamian, Nonie K. Lesaux, David J. Francis

  We begin by noting the current federal policy context in which this discussion of reading instruction and interventions for ELLs occurs. Then we discuss how English language learners are identified and classified and raise related assessment issues. We follow that with a discussion of issues in identifying English language learners with disabilities and concerns associated with assessing ELLs’ academic achievements and their language proficiency accurately. Finally, we review recent...

• Learning Academies: Module 4, Universal Designs for Learning

  1/1/04 - National Institute for Urban School Improvement,

  The concept of Universal Design foregrounds equitable opportunities and access to spaces, information and participation for all by creating environments and products that accommodate as many individuals as possible from the beginning. Universal Designs for Learning (UDL) extends Universal Design into the field of education. While initially defined as a method to minimize barriers students may experience when learning new concepts, this professional learning module presents UDL as an approach...

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  Learning opportunities for your child through alternate assessments:alternate assessments based on modifi ed academic achievement standards.

  1/1/07 - Cortiella, C.

  The purpose of this booklet is to help you understand an assessment option that can be made available to certain students who receive special education. This option is called an alternate assessment based on modified academic achievement standards (AA-MAS). You will learn how this option can work to improve your child’s academic performance and ensure that the school and school district provide services and supports to improve your child’s performance.

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  Links for academic learning: An alignment protocol for alternate assessments based on alternate achievement standards.

  1/1/07 - Flowers, C. , Wakeman, S., Browder, D., Karvonen, M.

  The purpose of this manual is to prepare professionals to conduct an alignment study using the Links for Academic Learning (LAL). LAL was developed to examine the alignment of academic content standards, extended standards (if applicable), professional development activities, instruction, achievement (or performance) standards and alternate assessments based on alternate achievement standards.

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  Monitoring progress of students who are deaf or hard of hearing

  Rose, S.

  Federal and state legislation has placed a renewed emphasis on accountability and academic outcomes among students who are deaf or hard of hearing. While much attention is given to norm-referenced standardized testing accommodations, there is a need for functional formative assessments for the purpose of monitoring students' academic progress. This paper addresses some of the evaluative perspective of students' academic performance within the field of deaf education and the critical need for...

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  National Profile on Alternate Assessments Based on Alternate Achievement Standards. A Report From the National Study on Alternate Assessments

  1/1/09 - Cameto, R. , Knokey, A.-M. , Nagle, K., Sanford, C. , Blackorby, J., Sinclair, B., Riley, D.

  This report summarizes national level findings from the document analysis and data verification activities for the 2006-07 school year across the 50 states and the District of Columbia.

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  Practical guidelines for the education of english language learners: Research-based recommendations for the use of accomodations in large scale assessments. (Under cooperative agreement grant S283B050034 for U.S. Department of Education).

  1/1/06 - Francis, D., Rivera, M. , Lesaux, N., Kieffer, M., Rivera, H.

  Book 3 of 3: This book, released in October 2006, is the third in a series of three Practical Guidelines for the Education of English Language Learners. NCLB has increased awareness of the academic needs and achievement of ELLs as schools, districts, and states are held accountable for teaching English and content knowledge to ELLs. ELLs present a unique set of challenges to educators because of the central role played by academic language proficiency in the acquisition and assessment of...

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  State Profiles on Alternate Assessments Based on Alternate Achievement Standards. A Report From the National Study on Alternate Assessments

  1/1/09 - Cameto, R. , Knokey, A.-M. , Nagle, K., Sanford, C. , Blackorby, J., Sinclair, B., Riley, D.

  This report describes individual state approaches to designing and administering alternate assessments based on alternate achievement standards, key features of individual state alternate assessments, and student participation and performance data for each state for the 2006-2007 school year.