Developing an Aligned Alternate Assessment System. Iowa’s Alternate Assessment for 2006-07 October 6, 2006. Developing an Aligned Alternate Assessment System. Steve Maurer Martin Ikeda, Ph. D. Iowa Department of Education. Today’s Presentation. Handouts Taping
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Iowa’s Alternate Assessment for 2006-07
October 6, 2006
Martin Ikeda, Ph. D.
Iowa Department of Education
A-1. Why should students with disabilities, including those with the most significant cognitive disabilities, be included in State assessment and accountability systems?
First, IEP goals are individualized for each student, and a student’s progress toward each goal is measured for purposes of reporting progress to parents and for making individualized decisions about the special education and related services a student receives…
Second, as required by Title I, schools are accountable for student achievement only in the content areas of reading/language arts and mathematics. IEP goals may address a broad range of individualized instructional needs, as well as behavioral and developmental needs, and might not be based on the State’s academic content standards.
… students with the most significant cognitive disabilities should have access to the general curriculum
Rating Scales are most amenable to traditional metrics of reliability. Safeguards for validity need to
be built in.
Tasks are more amenable to traditional metrics of reliability and validity. Pose issues around test security and multiple forms
Portfolios are difficult to establish traditional metrics of validity and reliability
(Grades 3-8 and 11)
(Grades 3-8 and 11)
(Grades 5, 8, and 11)
Fax to Mary Sullivan (515-242-6019)
Email to firstname.lastname@example.org
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