Education and alternate assessment for students with important cognitive disabilities: Implications for educators
Summary :
Table of Contents
- Introduction
- Origin: Mandates for accountability
- The new wave of education reform
- Declaration of the education laws and legal requirements
- Introduction of dual system of accountability
- Meaning of alternate assessments
- Reasons for assessing
- Things to be assessed
- Ways to assess and score
- Test Standards
- Issue on the validity and reliability of the alternate assessment
- Challenges faced by teachers administering portfolio assessment
- Massachusetts' implementation of an alternate assessment system: One state's response
- Conclusion
- Bibliography
Abstract
Reform in education has turned to be one of the paramount public policy matters in the nation. As policymakers and educators race to rectify the several perceived shortcomings of an educational system through asking for more accountability, it is increasingly apparent that several reforms have not been taken into consideration with the specific needs of students and with necessary cognitive disabilities. for such students, the appliance to education accountability for alternative approaches is increasing. Consequently, there is bounded guidance from research on the subject how to properly implement alternate assessment in this regard the local educators have bounded preparation in alternate assessment practices. This paper explains some of the methods in which alternate assessment as part of standards-based education reform can affect students with important cognitive disabilities.
The new wave of education reform commencement came from the mid-1980s, when national calls for dramatic change to draw substantial public attention to the quality of schools and the requirement for educational outcomes (National Commission on education, 1983) for intensified accountability. Ultimately, a movement calling for systemic reform of the nation's schools was inaugurated.
The new wave of education reform commencement came from the mid-1980s, when national calls for dramatic change to draw substantial public attention to the quality of schools and the requirement for educational outcomes (National Commission on education, 1983) for intensified accountability. Ultimately, a movement calling for systemic reform of the nation's schools was inaugurated.
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