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CLOSING THOUGHTS The long and winding road of alternate assessments

National Center on Educational Outcomes. CLOSING THOUGHTS The long and winding road of alternate assessments. Where we started, where we are now, and the road ahead! Rachel F. Quenemoen, Senior Research Fellow, NCEO. More or less than meets the eye?.

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CLOSING THOUGHTS The long and winding road of alternate assessments

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  1. National Center on Educational Outcomes CLOSING THOUGHTSThe long and winding road of alternate assessments Where we started, where we are now, and the road ahead! Rachel F. Quenemoen, Senior Research Fellow, NCEO

  2. More or less than meets the eye? BECAUSE of the number of uncertainties still in play, we need: • Transparency • Integrity • Consequential validity studies • Planned improvement over time

  3. The Assessment Triangle and Validity Evaluation (Marion, Quenemoen, & Kearns, 2006) INTERPRETATION OBSERVATION COGNITION • VALIDITY EVALUATION • Empirical Evidence • Theory and Logic (argument) • Consequential Features • Reporting • Alignment • Item Analysis/DIF/Bias • Measurement Error • Scaling and Equating • Standard Setting • Assessment System • Test Development • Administration • Scoring • Student Population • Academic Content • Theory of Learning

  4. Do we have it right yet? Probably not yet – we have much to learn. We have an obligation to do what is right for these students (and their schools).

  5. IDEA 2004 Preamble Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by-- (A) having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible, in order to-- ``(i) meet developmental goals and, to the maximum extent possible, the challenging expectations that have been established for all children; and ``(ii) be prepared to lead productive and independent adult lives, to the maximum extent possible;

  6. What is “right?” What is “right?” Functional vs. academic content instructional dichotomy is an oversimplification, isn’t serving the field well - what IS functional in 4th grade? Transition, personal futures talk – danger of oversimplification of a complex challenge – what IS functional for life? For students who are rarely noticed by many educators; for adults who are infrequently fully independent participants in their homes, the workplace, or the larger community: What are desired outcomes? Quality of life issues: What skills and knowledge are needed?

  7. Stakeholder Expectations “If you see an individual as he is, that is all he will be, but if you see him as he should be or could be, that is what he will become.” Goethe, 1749-1842 (See Expectancy Literature)

  8. NCEO Resources Visit: www.nceo.info quene003@umn.edu

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