Characteristics of and implications for students participating in alternate assessments based on alternate academic achievement standards /
By: Kearns, Jacqueline Farmer.
Contributor(s): . Towles-Reeves, Elizabeth | Kleinert, Harold L | Kleinert, Jane O'Regan | Kleine-Kracht, Megan Thomas | .
Description: 8 tables.ISSN: 0022-4669.Other title: The Journal of Special Education.Subject(s): ACADEMIC ACHIEVEMENT | ALTERNATE ASSESSMENT | LEARNER CHARACTERISTICS | SPECIAL EDUCATIONDDC classification: 050/K21 Summary: Little research has precisely defined the population of students participating in alternate assessments based on alternate academic achievement standards (AA-AAAS). Therefore, the purpose of this article is twofold: (a) explicate the findings of a multistate study examining the characteristics of the population of students participating in AA-AAAS, and (b) discuss the implications of those findings for instruction and assessment that move us closer to understanding what these students know and can do. The article discusses the result of our study within and across these seven states, implications for practitioners, and future research directions that should be considered for both instruction and assessment.| Item type | Current location | Collection | Call number | Status | Date due | Barcode |
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Periodicals Journal Bound
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College Library Periodical Section | GC | AI 050/K21 (Browse shelf) | Available |
Little research has precisely defined the population of students participating in alternate assessments based on alternate academic achievement standards (AA-AAAS). Therefore, the purpose of this article is twofold: (a) explicate the findings of a multistate study examining the characteristics of the population of students participating in AA-AAAS, and (b) discuss the implications of those findings for instruction and assessment that move us closer to understanding what these students know and can do. The article discusses the result of our study within and across these seven states, implications for practitioners, and future research directions that should be considered for both instruction and assessment.
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