Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Who Does the Alternate Assessment Really Assess?

  • Debra Bruster (Author)
DOI
https://doi.org/10.64546/jaasep.138
Abstract
Special education teachers in Georgia are required to develop grade level tasks, reflecting grade level standards, teach the tasks and document the progress of their students with significant cognitive disabilities in the areas of math, science, literature, and social studies. The teachers must then compile the evidence of the students’ progress on the tasks into a portfolio that is graded to determine if the students (and sometimes the schools) make adequate yearly progress. This literature review will look at research concerning teachers’ perceptions of alternate assessments. This literature will attempt to prove the hypothesis that teachers perceive alternate assessments as an assessment of their ability to complete the task rather than student learning and knowledge. The literature is arranged chronologically.
Keywords
Special Education Teachers, Teacher Attitudes, High Schools, Disabilities, Teacher Surveys, Mixed Methods Research
References

Cameto, R., Bergland, F., Knokey, A., Nagle, K., Sanford, C., Kalb, S., et al. (2010). Teacher perspectives of school-level implementation of alternate assessments for students with significant cognitive disabilities. A Report from the National Study on Alternate Assessments. NCSER 2010-3007.

National Center for Special Education Research, Retrieved from ERIC database.

Elliot, S. N., Kettler, R. J., & Roach, A. T. (2008). Alternate assessments of modified achievement standards. Journal of Disability Policy Studies. 19(3) , 140-152. DOI: https://doi.org/10.1177/1044207308327472

Elliott, S. N., & Roach, A. T. (2007). Alternate assessments of students with significant disabilities: Alternate approaches, common technical challenges. Applied Measurement in Education, 20(3), 301-333. DOI: https://doi.org/10.1080/08957340701431385

Elliott, S. N., Compton, E., & Roach, A. T. (2007). Building validity evidence for scores on a state-wide alternate assessment: A contrasting groups, multimethod approach. Educational Measurement: Issues and Practice, 26(2), 30-43. DOI: https://doi.org/10.1111/j.1745-3992.2007.00092.x

Flowers, C., Ahlgrim-Delzell, L., Browder, D., & Spooner, F. (2005). Teachers' perceptions of alternate assessments. Research & Practice for Persons with Severe Disabilities, 30(2), 81-92. DOI: https://doi.org/10.2511/rpsd.30.2.81

Flowers, C., Wakeman, S., Browder, D. M., & Karvonen, M. (2009). Links for academic learning (LAL): A conceptual model for investigating alignment of alternate assessments based on alternate achievement standards. Educational Measurement: Issues and Practice, 25-37. DOI: https://doi.org/10.1111/j.1745-3992.2009.01134.x

Georgia Department of Education (2008/2009). Score interpretation guide. Georgia Department of Education, Atlanta, GA.

Hartwig, R., & Sitlington, P. L. (2008). Employer perspectives on high school diploma options for adolescents with disabilities. Journal of Disability Policy Studies, 19(1), 5-14. DOI: https://doi.org/10.1177/1044207308315279

Kampfer, S. H., Horvath, L. S., Kleinert, H. L., & Kearns, J. F. (2001). Teachers' perceptions of one state's alternate assessment: Implications for practice and preparation. Exceptional Children, 67(3), 361-374. DOI: https://doi.org/10.1177/001440290106700305

Katsiyannis, A., Zhang, D., Ryan, B. R., & Jones, J. (2007). High-stakes testing and students with disabilities: Challenges and Promises. Journal of Disability Policy Studies, 18(3), 160-167. DOI: https://doi.org/10.1177/10442073070180030401

Kettler, R. J., & Elliott, S. N. (2009). Introduction to the special issue on alternate assessments based on modified academic achievement standards: New policy, practices, and persistent challenges. Peabody Journal of Education, 84, 467-477. DOI: https://doi.org/10.1080/01619560903240814

Kim, Y., Angell, M. E., O'Brian, M., Strand, K. H., Fulk, B. M., & Watts, ,. E. (2006). Relationships among teachers' perspectives, self-reported practices, and concerns related to an alternate assessment system. Teacher Education and Special Education, 29(2), 83-97. DOI: https://doi.org/10.1177/088840640602900201

Kleinert, H. L., Kennedy, S., & Kearns, J. F. (1999). The impact of alternate assessments: A statewide teacher survey. The Journal of Special Education, 33(2), 93-102. DOI: https://doi.org/10.1177/002246699903300203

Kleinert, H., Browder, D. M., & Towles-Reeves, E. A. (2009). Models of cognition for students with significant cognitive disabilities: Implications for assessment. Review of Educational Research, 79(1), 301-327. DOI: https://doi.org/10.3102/0034654308326160

Roach, A. T. (2006). Influences on parent perceptions of an alternate assessment for students with sever cognitive disabilities. Research & Practice for Persons with Severe Disabilities, 31(3), 267-274. DOI: https://doi.org/10.1177/154079690603100306

Tindal, G., Yovanoff, P., & Geller, J. P. (2010). Generalizability theory applied to reading assessments for students with significant cognitive disabilities. The Journal of Special Education, 44(1), 3-17. DOI: https://doi.org/10.1177/0022466908323008

Towles-Reeves, E., Kleinert, H., & Anderman, L. (2008). Alternate assessments based on alternate achievement standards: Principals' perceptions. Research & Practice for Persons with Severe Disabilities, 33(3), 122-133. DOI: https://doi.org/10.2511/rpsd.33.3.122

Towles-Reeves, E., Kleinert, H., & Muhomba, M. (2008). Alternate assessment: Have we learned anything yet? Council for Exceptional Children, 75(2), 233-252. DOI: https://doi.org/10.1177/001440290907500206

Weigert, S. (2009). Perspectives on the current state of alternate assessments based on modified academic achievement standards: Commentary on Peabody Journal of Education Special Issue. Peabody Journal of Education, 84, 585-594. DOI: https://doi.org/10.1080/01619560903241093

There are 20 references in total.
How to Cite
Bruster, D. (2011). Who Does the Alternate Assessment Really Assess?. Journal of the American Academy of Special Education Professionals, 6(2), 33-40. https://doi.org/10.64546/jaasep.138

Spring/Summer 2011

Article Information

  • Article Type Articles
  • Submitted April 11, 2011
  • Published June 15, 2011
  • Issue Spring/Summer 2011
  • Section Articles
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