Handbook of Accessible Achievement Tests for All Students: Bridging the Gaps Between Research, Practice, and Policy - encadernada, livro de bolso

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Número ISBN/EAN: 144199355X

Número ISBN - Ortografia alternativa:
1-4419-9355-X, 978-1-4419-9355-7
Ortografia alternativa e termos de pesquisa relacionados:
Autor do livro: ryan, stephen, peter elliott, alex kurz, alexander kurz, von kettler, handbook policy practice
Título do livro: bridging gaps, access for all, practice tests, all between, handbook policy practice

Dados da editora

Autor: Stephen N. Elliott; Ryan J. Kettler; Peter A. Beddow; Alexander Kurz
Título: Handbook of Accessible Achievement Tests for All Students - Bridging the Gaps Between Research, Practice, and Policy
Editora: Springer; Springer US
341 Páginas
Ano de publicação: 2011-05-12
New York; NY; US
Impresso / Feito em
Peso: 0,893 kg
Língua: Inglês
139,09 € (DE)
142,99 € (AT)
143,00 CHF (CH)
Not available, publisher indicates OP

BB; Book; Hardcover, Softcover / Psychologie/Angewandte Psychologie; Entwicklungspsychologie; Verstehen; B; Child and School Psychology; Behavioral Science and Psychology; Educational Psychology; Social Work; Teaching and Teacher Education; Pädagogische Psychologie; Soziale Arbeit; Lehrerausbildung; BC; EA; BB

presents a wealth of evidence-based solutions designed to move the assessment field beyond “universal” standards and policies toward practices that enhance learning and testing outcomes. Drawing on an extensive research and theoretical base as well as emerging areas of interest, the volume focuses on major policy concerns, instructional considerations, and test design issues, including:

is an essential reference for researchers, practitioners, and graduate students in education and allied disciplines, including child and school psychology, social work, special education, learning and measurement, and education policy.

Drawing on an extensive theoretical and research base, and covering both policy concerns and test design issues, this handbook shows how to move student assessment beyond ‘universal’ standards and towards practices that genuinely enhance learning outcomes.

Introduction.-Accessible Tests, Inclusive Assessment Systems, & Needed Innovations.-I. Federal Policies & Legal Considerations.-Federal Policies that Support Inclusive Assessments.-IEP Team Decision Making for More Inclusive Assessments.-Legal Issues in Testing.-II. Classroom Connections.-Opportunity to Learn What is Tested.-Classroom Learning and Students with Persistent Academic Difficulties.-Instructional Accommodations and Modifications that Support Learning.-Test-wiseness and Test Preparation.-III.Test Design Principles and Innovative Practices for More Accessible Tests.-Validity Evidence for Accommodated and Modified Tests.-Item Writing Research.-Universal Design and Cognitive Load Theories Influence on Item and Test Design.-Testing Accommodations and Item Modifications: Research to Guide Practice.-Students Input: Cognitive Labs and Surveys.-Computerized Tests Sensitive to Individual Needs.-Defining Proficient Performances and Setting Standards.-Conclusions: Accessibility Challenges, Innovative Answers.-Implementing Modified Achievement Tests: Cost / Benefits.-Accessible Tests of Student Achievement: Why now and How

Editor, Applied Measurement in Education

University of North Carolina at Charlotte

Vanderbilt University

is the founding Director of the Learning Sciences Institute, a trans-university research enterprise at Arizona State University, and is the Mickelson Foundation Professor of Education. He received his doctorate at Arizona State University in 1980 and has been on the faculty at several major research universities, including the University of Wisconsin-Madison and Vanderbilt University. At Wisconsin (1987-2004), Steve was a professor of educational psychology and served as the Associate Director of the Wisconsin Center for Education Research. At Vanderbilt (2004-2010), he was the Dunn Family Professor of Educational and Psychological Assessment in the Special Education Department and directed the Learning Sciences Institute and Dunn Family Scholars Program. His research focuses on scale development and educational assessment practices. In particular, he has published articles on (a) the assessment of children's social skills and academic competence, (b) the use of testing accommodations and alternate assessment methods for evaluating the academic performance of students with disabilities for educational accountability, and (c) students’ opportunities to learn the intended curriculum. Steve's scholarly and professional contributions have been recognized by his colleagues in education and psychology research as evidenced by being selected as an American Psychological Association Senior Scientist in 2009. Steve consults with state assessment leaders on the assessment and instruction of PreK-12 students, and serves on ETS’s Visiting Research Panel, and is the Director of Research and Scientific Practice for the Society of the Study of School Psychology.

, won the 2006 Outstanding Dissertation award from the Wisconsin School Psychologists Association. In 2007, he was named an Early Career Scholar by the Society for the Study of School Psychology. Prior to joining Vanderbilt University, Ryan was an assistant professor at California State University, Los Angeles, and completed an APA-accredited internship at Ethan Allen School in Wales, Wisconsin. He has worked on multiple federally funded grants examining the effectiveness of alternate assessments, academic and behavioral screening systems, and testing accommodations. Ryan is the author of peer reviewed publications and presentations within the broader area of data-based assessment for intervention, representing specific interests in academic and behavioral screening, inclusive assessment, reliability and validity issues, and rating scale technology. He currently serves as a consultant to College Board and to the Wisconsin Center for Education Research, providing expertise in the area of inclusive assessment.

, a set of tools for evaluating the accessibility of test items for learners with a broad range of abilities and needs. Based on his work on accessibility theory, Peter was awarded the Bonsal Education Research Entrepreneurship Award in 2009 and the Melvyn R. Semmel Dissertation Research Award in 2010. Prior to beginning his academic career, Peter taught for seven years in Los Angeles County, including five years teaching Special Education for students with emotional and behavior problems at Five Acres School, part of a residential treatment facility for children who are wards-of-the-court for reasons of abuse and neglect. Peter’s primary goal is to help children realize their infinite value and achieve their ultimate potential. Pete lives in Nashville, Tennessee.

, a teacher-oriented OTL measurement tool. His current interest in educational technology and innovation is aimed at identifying and creating pragmatic solutions to the problems of practice.

presents a wealth of evidence-based solutions designed to move the assessment field beyond “universal” standards and policies toward practices that enhance learning and testing outcomes. Drawing on an extensive research and theoretical base as well as emerging areas of interest, the volume focuses on major policy concerns, instructional considerations, and test design issues, including:

is an essential reference for researchers, practitioners, and graduate students in education and allied disciplines, including child and school psychology, social work, special education, learning and measurement, and education policy.

Provides comprehensive coverage of the concept of accessibility and its application to the design and use of tests with all students

Covers in depth the topics of test accessibility and test design

Addresses the subject within the context of NCLB, including the modified alternate assessment amendments of April 2007, and item modification research

Details the most current research in testing accommodations, large-scale assessment, and educational accountability