Assessing students in the margin :: challenges, strategies, and techniques /
Annotation
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Charlotte, N.C. :
Information Age Pub.,
©2011.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Annotation |
| Beschreibung: | 1 online resource (xvi, 475 pages :) |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9781617353161 1617353167 |
Internformat
MARC
| LEADER | 00000cam a2200000Ma 4500 | ||
|---|---|---|---|
| 001 | ZDB-4-EBA-ocn732957207 | ||
| 003 | OCoLC | ||
| 005 | 20240705115654.0 | ||
| 006 | m o d | ||
| 007 | cr cn||||||||| | ||
| 008 | 101221s2011 ncua ob 000 0 eng d | ||
| 010 | |z 2010049811 | ||
| 040 | |a E7B |b eng |e pn |c E7B |d YDXCP |d OCLCQ |d N$T |d OCLCQ |d OCLCF |d AU@ |d OCLCQ |d EBLCP |d DEBSZ |d OCLCQ |d AGLDB |d YDX |d JBG |d OCLCQ |d VTS |d STF |d UKAHL |d OCLCQ |d K6U |d OCLCO |d OCLCQ |d INARC |d OCLCO |d OCLCL | ||
| 019 | |a 827890085 |a 923175811 |a 1001323642 |a 1009023100 |a 1357516913 | ||
| 020 | |a 9781617353161 |q (electronic bk.) | ||
| 020 | |a 1617353167 |q (electronic bk.) | ||
| 020 | |z 9781617353147 |q (pbk.) | ||
| 020 | |z 1617353140 |q (pbk.) | ||
| 020 | |z 9781617353154 |q (hardcover) | ||
| 020 | |z 1617353159 |q (hardcover) | ||
| 035 | |a (OCoLC)732957207 |z (OCoLC)827890085 |z (OCoLC)923175811 |z (OCoLC)1001323642 |z (OCoLC)1009023100 |z (OCoLC)1357516913 | ||
| 043 | |a n-us--- | ||
| 050 | 4 | |a LB3051 |b .A76643 2011eb | |
| 072 | 7 | |a EDU |x 011000 |2 bisacsh | |
| 072 | 7 | |a EDU |x 030000 |2 bisacsh | |
| 072 | 7 | |a STU |x 027000 |2 bisacsh | |
| 082 | 7 | |a 371.26 |2 22 | |
| 049 | |a MAIN | ||
| 245 | 0 | 0 | |a Assessing students in the margin : |b challenges, strategies, and techniques / |c edited by Michael Russell, Maureen Kavanaugh. |
| 260 | |a Charlotte, N.C. : |b Information Age Pub., |c ©2011. | ||
| 300 | |a 1 online resource (xvi, 475 pages :) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 504 | |a Includes bibliographical references. | ||
| 505 | 0 | |a Factors to consider in providing appropriate test accommodations to individual students with disabilities / Sara E. Bolt -- Overcoming barriers to access for students with disabilities: testing accommodations and beyond / Alexander Kurz and Stephen N. Elliott -- Moving ELLS with disabilities out of the margins: strategies for increasing the validity of English language proficiency assessments / Kristin Liu, Deb Albus, and Manuel Barrera -- A new framework for accommodating English language learners with disabilities / Christopher M. Rogers and Laurene l. Christensen -- Improving accommodations assignment: reconceptualizing professional development to support accommodations decision making / Leanne R. Ketterlin-Geller and Lindy Crawford -- Ever-evolving state policies and practices for using technology-based accommodations to improve assessment outcomes for students in the margins / Laurene L. Christensen, Sheryl S. Lazarus, and Vitaliy Shyyan -- Alternate achievement standards for alternate assessments: considerations for policy and practice / Shawnee Y. Wakeman [and others] -- Challenges to developing and implementing alternate assessments based on alternate achievement standards (AA-AAS) / Karin Hess, Mike Burdge, and Jean Clayton -- Instructing and assessing students who may be candidates for alternate assessments based on modified achievement standards (AA-MAS) / Sheryl S. Lazarus and Rachel Quenemoen -- Alternate assessments based on modified achievement standards: reflections on assessment design and implementation / Dianna Carrizales and Leanne R. Ketterlin-Geller -- Item and test alterations: designing and developing alternate assessments with modified achievement standards / Sue Bechard, Patricia Almond, and Renee Cameto -- Adaptive testing options for accountability assessments / Cara Cahalan Laitusis [and others] -- Holding modified assessments accountable: applying a unified reliability and validity framework to the development and evaluation of AA-MAS / Ryan J. Kettler -- Developing a validity argument for assessments of students in the margins / Marianne Perie and Ellen Forte -- Beyond universal design: accessibility theory to advance testing for all students / Peter A. Beddow -- Accessible test design / Michael Russell -- Universal design and the use of cognitive labs / Christopher Johnstone, Jason R. Altman, and Michael Moore -- Accessibility of statewide assessment programs: examining RFP requirements / Maureen Kavanaugh and Michael Russell -- Reflecting on milestones and mapping a route for the future / Michael Russell. | |
| 588 | 0 | |a Print version record. | |
| 520 | 8 | |a Annotation |b The importance of student assessment, particularly for summative purposes, has increased greatly over the past thirty years. At the same time, emphasis on including all students in assessment programs has also increased. Assessment programs, whether they are large-scale, district-based, or teacher developed, have traditionally attempted to assess students using a single instrument administered to students under the same conditions. Educators and test developers, however, are increasingly acknowledging that this practice does not result in valid information, inferences, and decisions for all students. This problem is particularly true for students in the margins, whose characteristics and needs differ from what the public thinks of as the general population of students. Increasingly, educators, educational leaders, and test developers are seeking strategies, techniques, policies, and guidelines for assessing students for whom standard assessment instruments do not function well. Whether used for high-stakes decisions or classroom-based formative decisions, the most critical element of any educational assessment is validity. Developing and administering assessment instruments that provide valid measures and allow for valid inferences and decisions for all groups of students presents a major challenge for today's assessment programs. Over the past few decades, several national policies have sparked research and development efforts that aim to increase test validity for students in the margins. This book explores recent developments and efforts in three important areas. The first section focuses on strategies for improving test validity through the provision of test accommodations. The second section focuses on alternate and modified assessments. Federal policies now allow testing programs to develop and administer alternate assessments for students who have not been exposed to grade-level content, and thus are not expected to demonstrate proficiency on grade-level assessments. A separate policy allows testing programs to develop modified assessments that will provided more useful information about achievement for a small percentage of students who are exposed to grade-level content but for whom the standard form of the grade-level test does not provide a valid measure of achievement. These policies are complex and can be confusing for educators who are not familiar with their details. The chapters in the second section unpack these policies and explore the implications these policies have for test design. The third and final section of the book examines how principles of Universal Design can be applied to improve test validity for all students. Collectively, this volume presents a comprehensive examination of the several issues that present challenges for assessing the achievement of all students. While our understanding of how to overcome these challenges continues to evolve, the lessons, strategies, and avenues for future research explored in this book empower educators, test developers, and testing programs with a deeper understanding of how we can improve assessments for students in the margins. | |
| 650 | 0 | |a Educational tests and measurements |x Government policy |z United States. | |
| 650 | 0 | |a Learning disabled children |x Rating of |z United States. | |
| 650 | 6 | |a Tests et mesures en éducation |x Politique gouvernementale |z États-Unis. | |
| 650 | 6 | |a Enfants en difficulté d'apprentissage |z États-Unis |x Évaluation. | |
| 650 | 7 | |a EDUCATION |x Evaluation. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Testing & Measurement. |2 bisacsh | |
| 650 | 7 | |a STUDY AIDS |x Tests. |2 bisacsh | |
| 650 | 7 | |a Educational tests and measurements |x Government policy |2 fast | |
| 650 | 7 | |a Learning disabled children |x Rating of |2 fast | |
| 651 | 7 | |a United States |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq | |
| 700 | 1 | |a Russell, Michael K., |d 1967- |1 https://id.oclc.org/worldcat/entity/E39PCjFDW99K6vKQVwtVbYHHYd |0 http://id.loc.gov/authorities/names/n2007021828 | |
| 700 | 1 | |a Kavanaugh, Maureen. | |
| 758 | |i has work: |a Assessing students in the margin (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGdTwrv6mBft4t8WRjbHVK |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |t Assessing students in the margin. |d Charlotte, N.C. : Information Age Pub., ©2011 |w (DLC) 2010049811 |
| 856 | 1 | |l FWS01 |p ZDB-4-EBA |q FWS_PDA_EBA |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=469720 |3 Volltext | |
| 856 | 1 | |l CBO01 |p ZDB-4-EBA |q FWS_PDA_EBA |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=469720 |3 Volltext | |
| 938 | |a Askews and Holts Library Services |b ASKH |n AH31820880 | ||
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL3315589 | ||
| 938 | |a ebrary |b EBRY |n ebr10468103 | ||
| 938 | |a EBSCOhost |b EBSC |n 469720 | ||
| 938 | |a YBP Library Services |b YANK |n 3630348 | ||
| 938 | |a Internet Archive |b INAR |n assessingstudent0000unse_w1u8 | ||
| 994 | |a 92 |b GEBAY | ||
| 912 | |a ZDB-4-EBA | ||
Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-ocn732957207 |
|---|---|
| _version_ | 1813903404729106432 |
| adam_text | |
| any_adam_object | |
| author2 | Russell, Michael K., 1967- Kavanaugh, Maureen |
| author2_role | |
| author2_variant | m k r mk mkr m k mk |
| author_GND | http://id.loc.gov/authorities/names/n2007021828 |
| author_facet | Russell, Michael K., 1967- Kavanaugh, Maureen |
| author_sort | Russell, Michael K., 1967- |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB3051 |
| callnumber-raw | LB3051 .A76643 2011eb |
| callnumber-search | LB3051 .A76643 2011eb |
| callnumber-sort | LB 43051 A76643 42011EB |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EBA |
| contents | Factors to consider in providing appropriate test accommodations to individual students with disabilities / Sara E. Bolt -- Overcoming barriers to access for students with disabilities: testing accommodations and beyond / Alexander Kurz and Stephen N. Elliott -- Moving ELLS with disabilities out of the margins: strategies for increasing the validity of English language proficiency assessments / Kristin Liu, Deb Albus, and Manuel Barrera -- A new framework for accommodating English language learners with disabilities / Christopher M. Rogers and Laurene l. Christensen -- Improving accommodations assignment: reconceptualizing professional development to support accommodations decision making / Leanne R. Ketterlin-Geller and Lindy Crawford -- Ever-evolving state policies and practices for using technology-based accommodations to improve assessment outcomes for students in the margins / Laurene L. Christensen, Sheryl S. Lazarus, and Vitaliy Shyyan -- Alternate achievement standards for alternate assessments: considerations for policy and practice / Shawnee Y. Wakeman [and others] -- Challenges to developing and implementing alternate assessments based on alternate achievement standards (AA-AAS) / Karin Hess, Mike Burdge, and Jean Clayton -- Instructing and assessing students who may be candidates for alternate assessments based on modified achievement standards (AA-MAS) / Sheryl S. Lazarus and Rachel Quenemoen -- Alternate assessments based on modified achievement standards: reflections on assessment design and implementation / Dianna Carrizales and Leanne R. Ketterlin-Geller -- Item and test alterations: designing and developing alternate assessments with modified achievement standards / Sue Bechard, Patricia Almond, and Renee Cameto -- Adaptive testing options for accountability assessments / Cara Cahalan Laitusis [and others] -- Holding modified assessments accountable: applying a unified reliability and validity framework to the development and evaluation of AA-MAS / Ryan J. Kettler -- Developing a validity argument for assessments of students in the margins / Marianne Perie and Ellen Forte -- Beyond universal design: accessibility theory to advance testing for all students / Peter A. Beddow -- Accessible test design / Michael Russell -- Universal design and the use of cognitive labs / Christopher Johnstone, Jason R. Altman, and Michael Moore -- Accessibility of statewide assessment programs: examining RFP requirements / Maureen Kavanaugh and Michael Russell -- Reflecting on milestones and mapping a route for the future / Michael Russell. |
| ctrlnum | (OCoLC)732957207 |
| dewey-full | 371.26 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.26 |
| dewey-search | 371.26 |
| dewey-sort | 3371.26 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>09027cam a2200685Ma 4500</leader><controlfield tag="001">ZDB-4-EBA-ocn732957207</controlfield><controlfield tag="003">OCoLC</controlfield><controlfield tag="005">20240705115654.0</controlfield><controlfield tag="006">m o d </controlfield><controlfield tag="007">cr cn|||||||||</controlfield><controlfield tag="008">101221s2011 ncua ob 000 0 eng d</controlfield><datafield tag="010" ind1=" " ind2=" "><subfield code="z"> 2010049811</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">E7B</subfield><subfield code="b">eng</subfield><subfield code="e">pn</subfield><subfield code="c">E7B</subfield><subfield code="d">YDXCP</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">N$T</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCF</subfield><subfield code="d">AU@</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">EBLCP</subfield><subfield code="d">DEBSZ</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">AGLDB</subfield><subfield code="d">YDX</subfield><subfield code="d">JBG</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">VTS</subfield><subfield code="d">STF</subfield><subfield code="d">UKAHL</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">K6U</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">INARC</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCL</subfield></datafield><datafield tag="019" ind1=" " ind2=" "><subfield code="a">827890085</subfield><subfield code="a">923175811</subfield><subfield code="a">1001323642</subfield><subfield code="a">1009023100</subfield><subfield code="a">1357516913</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781617353161</subfield><subfield code="q">(electronic bk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1617353167</subfield><subfield code="q">(electronic bk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9781617353147</subfield><subfield code="q">(pbk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">1617353140</subfield><subfield code="q">(pbk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9781617353154</subfield><subfield code="q">(hardcover)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">1617353159</subfield><subfield code="q">(hardcover)</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)732957207</subfield><subfield code="z">(OCoLC)827890085</subfield><subfield code="z">(OCoLC)923175811</subfield><subfield code="z">(OCoLC)1001323642</subfield><subfield code="z">(OCoLC)1009023100</subfield><subfield code="z">(OCoLC)1357516913</subfield></datafield><datafield tag="043" ind1=" " ind2=" "><subfield code="a">n-us---</subfield></datafield><datafield tag="050" ind1=" " ind2="4"><subfield code="a">LB3051</subfield><subfield code="b">.A76643 2011eb</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">EDU</subfield><subfield code="x">011000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">EDU</subfield><subfield code="x">030000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">STU</subfield><subfield code="x">027000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="082" ind1="7" ind2=" "><subfield code="a">371.26</subfield><subfield code="2">22</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">MAIN</subfield></datafield><datafield tag="245" ind1="0" ind2="0"><subfield code="a">Assessing students in the margin :</subfield><subfield code="b">challenges, strategies, and techniques /</subfield><subfield code="c">edited by Michael Russell, Maureen Kavanaugh.</subfield></datafield><datafield tag="260" ind1=" " ind2=" "><subfield code="a">Charlotte, N.C. :</subfield><subfield code="b">Information Age Pub.,</subfield><subfield code="c">©2011.</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (xvi, 475 pages :)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">Factors to consider in providing appropriate test accommodations to individual students with disabilities / Sara E. Bolt -- Overcoming barriers to access for students with disabilities: testing accommodations and beyond / Alexander Kurz and Stephen N. Elliott -- Moving ELLS with disabilities out of the margins: strategies for increasing the validity of English language proficiency assessments / Kristin Liu, Deb Albus, and Manuel Barrera -- A new framework for accommodating English language learners with disabilities / Christopher M. Rogers and Laurene l. Christensen -- Improving accommodations assignment: reconceptualizing professional development to support accommodations decision making / Leanne R. Ketterlin-Geller and Lindy Crawford -- Ever-evolving state policies and practices for using technology-based accommodations to improve assessment outcomes for students in the margins / Laurene L. Christensen, Sheryl S. Lazarus, and Vitaliy Shyyan -- Alternate achievement standards for alternate assessments: considerations for policy and practice / Shawnee Y. Wakeman [and others] -- Challenges to developing and implementing alternate assessments based on alternate achievement standards (AA-AAS) / Karin Hess, Mike Burdge, and Jean Clayton -- Instructing and assessing students who may be candidates for alternate assessments based on modified achievement standards (AA-MAS) / Sheryl S. Lazarus and Rachel Quenemoen -- Alternate assessments based on modified achievement standards: reflections on assessment design and implementation / Dianna Carrizales and Leanne R. Ketterlin-Geller -- Item and test alterations: designing and developing alternate assessments with modified achievement standards / Sue Bechard, Patricia Almond, and Renee Cameto -- Adaptive testing options for accountability assessments / Cara Cahalan Laitusis [and others] -- Holding modified assessments accountable: applying a unified reliability and validity framework to the development and evaluation of AA-MAS / Ryan J. Kettler -- Developing a validity argument for assessments of students in the margins / Marianne Perie and Ellen Forte -- Beyond universal design: accessibility theory to advance testing for all students / Peter A. Beddow -- Accessible test design / Michael Russell -- Universal design and the use of cognitive labs / Christopher Johnstone, Jason R. Altman, and Michael Moore -- Accessibility of statewide assessment programs: examining RFP requirements / Maureen Kavanaugh and Michael Russell -- Reflecting on milestones and mapping a route for the future / Michael Russell.</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Print version record.</subfield></datafield><datafield tag="520" ind1="8" ind2=" "><subfield code="a">Annotation</subfield><subfield code="b">The importance of student assessment, particularly for summative purposes, has increased greatly over the past thirty years. At the same time, emphasis on including all students in assessment programs has also increased. Assessment programs, whether they are large-scale, district-based, or teacher developed, have traditionally attempted to assess students using a single instrument administered to students under the same conditions. Educators and test developers, however, are increasingly acknowledging that this practice does not result in valid information, inferences, and decisions for all students. This problem is particularly true for students in the margins, whose characteristics and needs differ from what the public thinks of as the general population of students. Increasingly, educators, educational leaders, and test developers are seeking strategies, techniques, policies, and guidelines for assessing students for whom standard assessment instruments do not function well. Whether used for high-stakes decisions or classroom-based formative decisions, the most critical element of any educational assessment is validity. Developing and administering assessment instruments that provide valid measures and allow for valid inferences and decisions for all groups of students presents a major challenge for today's assessment programs. Over the past few decades, several national policies have sparked research and development efforts that aim to increase test validity for students in the margins. This book explores recent developments and efforts in three important areas. The first section focuses on strategies for improving test validity through the provision of test accommodations. The second section focuses on alternate and modified assessments. Federal policies now allow testing programs to develop and administer alternate assessments for students who have not been exposed to grade-level content, and thus are not expected to demonstrate proficiency on grade-level assessments. A separate policy allows testing programs to develop modified assessments that will provided more useful information about achievement for a small percentage of students who are exposed to grade-level content but for whom the standard form of the grade-level test does not provide a valid measure of achievement. These policies are complex and can be confusing for educators who are not familiar with their details. The chapters in the second section unpack these policies and explore the implications these policies have for test design. The third and final section of the book examines how principles of Universal Design can be applied to improve test validity for all students. Collectively, this volume presents a comprehensive examination of the several issues that present challenges for assessing the achievement of all students. While our understanding of how to overcome these challenges continues to evolve, the lessons, strategies, and avenues for future research explored in this book empower educators, test developers, and testing programs with a deeper understanding of how we can improve assessments for students in the margins.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Educational tests and measurements</subfield><subfield code="x">Government policy</subfield><subfield code="z">United States.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Learning disabled children</subfield><subfield code="x">Rating of</subfield><subfield code="z">United States.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Tests et mesures en éducation</subfield><subfield code="x">Politique gouvernementale</subfield><subfield code="z">États-Unis.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Enfants en difficulté d'apprentissage</subfield><subfield code="z">États-Unis</subfield><subfield code="x">Évaluation.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION</subfield><subfield code="x">Evaluation.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION</subfield><subfield code="x">Testing & Measurement.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">STUDY AIDS</subfield><subfield code="x">Tests.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Educational tests and measurements</subfield><subfield code="x">Government policy</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Learning disabled children</subfield><subfield code="x">Rating of</subfield><subfield code="2">fast</subfield></datafield><datafield tag="651" ind1=" " ind2="7"><subfield code="a">United States</subfield><subfield code="2">fast</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Russell, Michael K.,</subfield><subfield code="d">1967-</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PCjFDW99K6vKQVwtVbYHHYd</subfield><subfield code="0">http://id.loc.gov/authorities/names/n2007021828</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Kavanaugh, Maureen.</subfield></datafield><datafield tag="758" ind1=" " ind2=" "><subfield code="i">has work:</subfield><subfield code="a">Assessing students in the margin (Text)</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PCGdTwrv6mBft4t8WRjbHVK</subfield><subfield code="4">https://id.oclc.org/worldcat/ontology/hasWork</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="t">Assessing students in the margin.</subfield><subfield code="d">Charlotte, N.C. : Information Age Pub., ©2011</subfield><subfield code="w">(DLC) 2010049811</subfield></datafield><datafield tag="856" ind1="1" ind2=" "><subfield code="l">FWS01</subfield><subfield code="p">ZDB-4-EBA</subfield><subfield code="q">FWS_PDA_EBA</subfield><subfield code="u">https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=469720</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="856" ind1="1" ind2=" "><subfield code="l">CBO01</subfield><subfield code="p">ZDB-4-EBA</subfield><subfield code="q">FWS_PDA_EBA</subfield><subfield code="u">https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=469720</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">Askews and Holts Library Services</subfield><subfield code="b">ASKH</subfield><subfield code="n">AH31820880</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">ProQuest Ebook Central</subfield><subfield code="b">EBLB</subfield><subfield code="n">EBL3315589</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">ebrary</subfield><subfield code="b">EBRY</subfield><subfield code="n">ebr10468103</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">EBSCOhost</subfield><subfield code="b">EBSC</subfield><subfield code="n">469720</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">YBP Library Services</subfield><subfield code="b">YANK</subfield><subfield code="n">3630348</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">Internet Archive</subfield><subfield code="b">INAR</subfield><subfield code="n">assessingstudent0000unse_w1u8</subfield></datafield><datafield tag="994" ind1=" " ind2=" "><subfield code="a">92</subfield><subfield code="b">GEBAY</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-EBA</subfield></datafield></record></collection> |
| geographic | United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq |
| geographic_facet | United States |
| id | ZDB-4-EBA-ocn732957207 |
| illustrated | Illustrated |
| indexdate | 2024-10-25T16:18:09Z |
| institution | BVB |
| isbn | 9781617353161 1617353167 |
| language | English |
| oclc_num | 732957207 |
| open_access_boolean | |
| owner | MAIN |
| owner_facet | MAIN |
| physical | 1 online resource (xvi, 475 pages :) |
| psigel | ZDB-4-EBA |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Information Age Pub., |
| record_format | marc |
| spelling | Assessing students in the margin : challenges, strategies, and techniques / edited by Michael Russell, Maureen Kavanaugh. Charlotte, N.C. : Information Age Pub., ©2011. 1 online resource (xvi, 475 pages :) text txt rdacontent computer c rdamedia online resource cr rdacarrier Includes bibliographical references. Factors to consider in providing appropriate test accommodations to individual students with disabilities / Sara E. Bolt -- Overcoming barriers to access for students with disabilities: testing accommodations and beyond / Alexander Kurz and Stephen N. Elliott -- Moving ELLS with disabilities out of the margins: strategies for increasing the validity of English language proficiency assessments / Kristin Liu, Deb Albus, and Manuel Barrera -- A new framework for accommodating English language learners with disabilities / Christopher M. Rogers and Laurene l. Christensen -- Improving accommodations assignment: reconceptualizing professional development to support accommodations decision making / Leanne R. Ketterlin-Geller and Lindy Crawford -- Ever-evolving state policies and practices for using technology-based accommodations to improve assessment outcomes for students in the margins / Laurene L. Christensen, Sheryl S. Lazarus, and Vitaliy Shyyan -- Alternate achievement standards for alternate assessments: considerations for policy and practice / Shawnee Y. Wakeman [and others] -- Challenges to developing and implementing alternate assessments based on alternate achievement standards (AA-AAS) / Karin Hess, Mike Burdge, and Jean Clayton -- Instructing and assessing students who may be candidates for alternate assessments based on modified achievement standards (AA-MAS) / Sheryl S. Lazarus and Rachel Quenemoen -- Alternate assessments based on modified achievement standards: reflections on assessment design and implementation / Dianna Carrizales and Leanne R. Ketterlin-Geller -- Item and test alterations: designing and developing alternate assessments with modified achievement standards / Sue Bechard, Patricia Almond, and Renee Cameto -- Adaptive testing options for accountability assessments / Cara Cahalan Laitusis [and others] -- Holding modified assessments accountable: applying a unified reliability and validity framework to the development and evaluation of AA-MAS / Ryan J. Kettler -- Developing a validity argument for assessments of students in the margins / Marianne Perie and Ellen Forte -- Beyond universal design: accessibility theory to advance testing for all students / Peter A. Beddow -- Accessible test design / Michael Russell -- Universal design and the use of cognitive labs / Christopher Johnstone, Jason R. Altman, and Michael Moore -- Accessibility of statewide assessment programs: examining RFP requirements / Maureen Kavanaugh and Michael Russell -- Reflecting on milestones and mapping a route for the future / Michael Russell. Print version record. Annotation The importance of student assessment, particularly for summative purposes, has increased greatly over the past thirty years. At the same time, emphasis on including all students in assessment programs has also increased. Assessment programs, whether they are large-scale, district-based, or teacher developed, have traditionally attempted to assess students using a single instrument administered to students under the same conditions. Educators and test developers, however, are increasingly acknowledging that this practice does not result in valid information, inferences, and decisions for all students. This problem is particularly true for students in the margins, whose characteristics and needs differ from what the public thinks of as the general population of students. Increasingly, educators, educational leaders, and test developers are seeking strategies, techniques, policies, and guidelines for assessing students for whom standard assessment instruments do not function well. Whether used for high-stakes decisions or classroom-based formative decisions, the most critical element of any educational assessment is validity. Developing and administering assessment instruments that provide valid measures and allow for valid inferences and decisions for all groups of students presents a major challenge for today's assessment programs. Over the past few decades, several national policies have sparked research and development efforts that aim to increase test validity for students in the margins. This book explores recent developments and efforts in three important areas. The first section focuses on strategies for improving test validity through the provision of test accommodations. The second section focuses on alternate and modified assessments. Federal policies now allow testing programs to develop and administer alternate assessments for students who have not been exposed to grade-level content, and thus are not expected to demonstrate proficiency on grade-level assessments. A separate policy allows testing programs to develop modified assessments that will provided more useful information about achievement for a small percentage of students who are exposed to grade-level content but for whom the standard form of the grade-level test does not provide a valid measure of achievement. These policies are complex and can be confusing for educators who are not familiar with their details. The chapters in the second section unpack these policies and explore the implications these policies have for test design. The third and final section of the book examines how principles of Universal Design can be applied to improve test validity for all students. Collectively, this volume presents a comprehensive examination of the several issues that present challenges for assessing the achievement of all students. While our understanding of how to overcome these challenges continues to evolve, the lessons, strategies, and avenues for future research explored in this book empower educators, test developers, and testing programs with a deeper understanding of how we can improve assessments for students in the margins. Educational tests and measurements Government policy United States. Learning disabled children Rating of United States. Tests et mesures en éducation Politique gouvernementale États-Unis. Enfants en difficulté d'apprentissage États-Unis Évaluation. EDUCATION Evaluation. bisacsh EDUCATION Testing & Measurement. bisacsh STUDY AIDS Tests. bisacsh Educational tests and measurements Government policy fast Learning disabled children Rating of fast United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq Russell, Michael K., 1967- https://id.oclc.org/worldcat/entity/E39PCjFDW99K6vKQVwtVbYHHYd http://id.loc.gov/authorities/names/n2007021828 Kavanaugh, Maureen. has work: Assessing students in the margin (Text) https://id.oclc.org/worldcat/entity/E39PCGdTwrv6mBft4t8WRjbHVK https://id.oclc.org/worldcat/ontology/hasWork Print version: Assessing students in the margin. Charlotte, N.C. : Information Age Pub., ©2011 (DLC) 2010049811 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=469720 Volltext CBO01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=469720 Volltext |
| spellingShingle | Assessing students in the margin : challenges, strategies, and techniques / Factors to consider in providing appropriate test accommodations to individual students with disabilities / Sara E. Bolt -- Overcoming barriers to access for students with disabilities: testing accommodations and beyond / Alexander Kurz and Stephen N. Elliott -- Moving ELLS with disabilities out of the margins: strategies for increasing the validity of English language proficiency assessments / Kristin Liu, Deb Albus, and Manuel Barrera -- A new framework for accommodating English language learners with disabilities / Christopher M. Rogers and Laurene l. Christensen -- Improving accommodations assignment: reconceptualizing professional development to support accommodations decision making / Leanne R. Ketterlin-Geller and Lindy Crawford -- Ever-evolving state policies and practices for using technology-based accommodations to improve assessment outcomes for students in the margins / Laurene L. Christensen, Sheryl S. Lazarus, and Vitaliy Shyyan -- Alternate achievement standards for alternate assessments: considerations for policy and practice / Shawnee Y. Wakeman [and others] -- Challenges to developing and implementing alternate assessments based on alternate achievement standards (AA-AAS) / Karin Hess, Mike Burdge, and Jean Clayton -- Instructing and assessing students who may be candidates for alternate assessments based on modified achievement standards (AA-MAS) / Sheryl S. Lazarus and Rachel Quenemoen -- Alternate assessments based on modified achievement standards: reflections on assessment design and implementation / Dianna Carrizales and Leanne R. Ketterlin-Geller -- Item and test alterations: designing and developing alternate assessments with modified achievement standards / Sue Bechard, Patricia Almond, and Renee Cameto -- Adaptive testing options for accountability assessments / Cara Cahalan Laitusis [and others] -- Holding modified assessments accountable: applying a unified reliability and validity framework to the development and evaluation of AA-MAS / Ryan J. Kettler -- Developing a validity argument for assessments of students in the margins / Marianne Perie and Ellen Forte -- Beyond universal design: accessibility theory to advance testing for all students / Peter A. Beddow -- Accessible test design / Michael Russell -- Universal design and the use of cognitive labs / Christopher Johnstone, Jason R. Altman, and Michael Moore -- Accessibility of statewide assessment programs: examining RFP requirements / Maureen Kavanaugh and Michael Russell -- Reflecting on milestones and mapping a route for the future / Michael Russell. Educational tests and measurements Government policy United States. Learning disabled children Rating of United States. Tests et mesures en éducation Politique gouvernementale États-Unis. Enfants en difficulté d'apprentissage États-Unis Évaluation. EDUCATION Evaluation. bisacsh EDUCATION Testing & Measurement. bisacsh STUDY AIDS Tests. bisacsh Educational tests and measurements Government policy fast Learning disabled children Rating of fast |
| title | Assessing students in the margin : challenges, strategies, and techniques / |
| title_auth | Assessing students in the margin : challenges, strategies, and techniques / |
| title_exact_search | Assessing students in the margin : challenges, strategies, and techniques / |
| title_full | Assessing students in the margin : challenges, strategies, and techniques / edited by Michael Russell, Maureen Kavanaugh. |
| title_fullStr | Assessing students in the margin : challenges, strategies, and techniques / edited by Michael Russell, Maureen Kavanaugh. |
| title_full_unstemmed | Assessing students in the margin : challenges, strategies, and techniques / edited by Michael Russell, Maureen Kavanaugh. |
| title_short | Assessing students in the margin : |
| title_sort | assessing students in the margin challenges strategies and techniques |
| title_sub | challenges, strategies, and techniques / |
| topic | Educational tests and measurements Government policy United States. Learning disabled children Rating of United States. Tests et mesures en éducation Politique gouvernementale États-Unis. Enfants en difficulté d'apprentissage États-Unis Évaluation. EDUCATION Evaluation. bisacsh EDUCATION Testing & Measurement. bisacsh STUDY AIDS Tests. bisacsh Educational tests and measurements Government policy fast Learning disabled children Rating of fast |
| topic_facet | Educational tests and measurements Government policy United States. Learning disabled children Rating of United States. Tests et mesures en éducation Politique gouvernementale États-Unis. Enfants en difficulté d'apprentissage États-Unis Évaluation. EDUCATION Evaluation. EDUCATION Testing & Measurement. STUDY AIDS Tests. Educational tests and measurements Government policy Learning disabled children Rating of United States |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=469720 |
| work_keys_str_mv | AT russellmichaelk assessingstudentsinthemarginchallengesstrategiesandtechniques AT kavanaughmaureen assessingstudentsinthemarginchallengesstrategiesandtechniques |