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1. Measuring Cognition of Students with Disabilities Using Technology-Enabled Assessments: Recommendations for a National Research Agenda

Author

Bechard, Sue, Sheinker, Jan, and Abell, Rosemary

Abstract

This article represents one outcome from the "Invitational Research Symposium on Technology-Enabled and Universally Designed Assessments," which examined technology-enabled assessments (TEA) and universal design (UD) as they relate to students with disabilities (SWD). It was developed to stimulate research into TEAs designed to better understand the pathways to achievement for the full range of the student population through enhanced measurement capabilities offered by TEA. This paper presents important questions in four critical areas that need to be addressed by research efforts to enhance the measurement of cognition for students with disabilities: (a) better measurement of achievement for students with unique cognitive pathways to learning, (b) how interactive-dynamic assessments can assist investigations into learning progressions, (c) improvement of the validity of assessments for students previously in the margins, and (d) the potential consequences of TEA for students with disabilities. The current efforts for educational reform provide a unique window for action, and test designers are encouraged to take advantage of new opportunities to use TEA in ways that were not possible with paper and pencil tests. Symposium participants describe how technology-enabled assessments have the potential to provide more diagnostic information about students from various assessment sources about progress toward learning targets, generate better information to guide instruction and identify areas of focus for professional development, and create assessments that are more inclusive and measure achievement with improved validity for all students, especially students with disabilities. (Contains 2 tables and 1 figure.)

Published
2010

2. Framework for Transitioning from IASA to NCLB. Series Overview

Author

Council of Chief State School Officers, Washington, DC., Redfield, Doris, and Sheinker, Jan

Abstract

This paper resulted from the work of the Study Group on Transitions in Assessments from IASA ("Improving America's Schools Act of 1994") to NCLB ("No Child Left Behind Act of 2001") comprised of state educational specialists and consultants of the Comprehensive Assessment Systems for ESEA ("Elementary and Secondary Education Act of 1965") Title I (CAS) State Collaborative on Assessment and Student Standards (SCASS). The purposes of this paper--the first in a series of issue papers--are: (1) to identify implementation issues surrounding the transition of assessments from IASA to NCLB; (2) to provide a framework for thinking about these assessment issues; (3) to provide a tool to guide decisions related to the implementation of NCLB assessment requirements; and (4) to foreshadow issues to be addressed in subsequent papers. It is primarily targeted toward policy "influencers" such as state education agency leaders, particularly directors of assessment and Title I programs, who interact with and influence policymakers and other key decision makers. Appended are: (1) Summary of Key Accountability Requirement Differences Between the 1994 and 2001 ESEA Reauthorizations; (2) NCLB Implementation Timeline; and (3) Within Year Requirements. [Report produced with CAS SCASS Study Group: Transitions in Assessment from IASA to NCLB.]

Published
2004

3. Making Valid and Reliable Decisions in Determining Adequate Yearly Progress. A Paper in the Series: Implementing the State Accountability System Requirements under the No Child Left Behind Act of 2001.

Author

Council of Chief State School Officers, Washington, DC., Marion, Scott, White, Carole, Carlson, Dale, Erpenbach, William J., Rabinowitz, Stanley, and Sheinker, Jan

Abstract

This paper and its "Executive Summary," separately published, are intended primarily for Chief State School Officers and their immediate staff members involved in statewide accountability policy development and implementation. The paper addresses certain key issues and contains a full exploration of the related technical aspects of validity and reliability in Adequate Yearly Progress (AYP) determinations by states responding to the requirements of the No Child Left Behind Act (NCLB). The paper also considers unique issues that arise in designing accountability systems under the NCLB and the critical variables that relate to decisions states must make in financing these systems. The key issues that must be considered are: (1) multiple, separate indicators that may be needed for NCLB and current state programs; (2) the definition of "proficient" for each purpose; (3) selecting assessments and other indicators; (4) starting points and goals; (5) the minimum number per student group for AYP determinations; (6) the inclusion of all students and schools; and (7) the need to use and advantages of multiple years of data. The passage of NCLB had marked a shift in federal educational policy from an emphasis on standards and assessment to an emphasis on accountability at school, district, and state levels so that all students reach, at a minimum, proficiency on the state's academic achievement standards and state academic assessments. This document is intended to help state educational leaders understand and work with the new accountability requirements. Four appendixes contain supplemental information, including an excerpt from the NCLB and a glossary. (Contains 5 tables, 9 figures, and 16 references.) (SLD)

Published
2002

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