Titlebook: Handbook of Accessible Achievement Tests for All Students; Bridging the Gaps Be Stephen N. Elliott,Ryan J. Kettler,Alexander Kurz Book 2011

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X- and XUV-Radiation of the Solar Corona,e articulate assumptions related to the content of instruction and student performance expectations when making instructional adaptations as well as potential consequences of misalignment between adaptations used in instruction and assessment. We identify distinctions underlying the use of instructi

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John Jewkes,David Sawers,Richard Stillermansubject being tested, but would likely improve your score? This advice, which may have been to answer all of the easy questions first and then go back to the harder questions, to select . whenever the word . or the word . appeared in a true or false question, or to choose the longest answer of the o

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https://doi.org/10.1007/978-3-319-65394-5uct (Beddow, Elliott, & Kettler, 2009). The principles of accessibility theory (Beddow, in press) suggest the measurement of achievement involves a multiplicity of interactions between test-taker characteristics and features of the test itself. Beddow argued achievement test results are valid to the

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https://doi.org/10.1007/978-3-7908-2704-0testing students with disabilities, whether the decision focuses on the use of an accommodation or a recommendation to participate in an alternate assessment based on modified academic achievement standards (AA-MAS). Using five different kinds of evidence, the standards provide a frame of reference

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The South African Truth Commissionernate assessment based on modified academic achievement standards (AA-MAS), a version of the general assessment test that has been modified to increase the validity of test score inferences for students identified with a disability. The AA-MAS policy is intended to help those students with disabili

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Ian W. D. Dalziel,David H. Ellioto decades have seen a dramatic change in the number of students included in state and district accountability systems. According to the National Center on Educational Outcomes (NCEO), in the early 1990s most states reported that fewer than 10% of students with disabilities participated in their stat

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The South Atlantic in the Late Quaternaryment-level descriptors (ALDs) to finalizing cut scores. Named the 6D Framework, it consists of six phases: Define, Describe, Design, Deploy, Deliver, and Deconstruct. This framework creates a unified testing system in which the ALDs are integral to test development, cut score recommendation, and tes