What we Know and Need to Know about the Consequences of High-Stakes Testing for Students with Disabilities
Autor: | Heidi L. Triezenberg, James E. Ysseldyke, David R. Johnson, Sandra L. Christenson, J. Ruth Nelson, Amanda Dennison, Michael N. Sharpe, Maureen E. Hawes |
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Rok vydání: | 2004 |
Předmět: |
Medical education
Unintended consequences media_common.quotation_subject education 05 social sciences 050301 education Special education Mental health Education Developmental psychology Test (assessment) Promotion (rank) Need to know Developmental and Educational Psychology 0501 psychology and cognitive sciences Psychology Empirical evidence 0503 education 050104 developmental & child psychology media_common Graduation |
Zdroj: | Exceptional Children. 71:75-95 |
ISSN: | 2163-5560 0014-4029 |
DOI: | 10.1177/001440290407100105 |
Popis: | Many positive and negative consequences of high-stakes testing for students with disabilities are alleged. Yet, there is little evidence on actual consequences. Both anecdotal and empirical evidence were reviewed with regard to increased participation in assessment, raised expectations, provision of appropriate assessment accommodations, alignment of individualized education programs (IEPs) to standards and assessments, improved access to general education, improved instruction, changes in promotion and grade advancement decisions, graduation and diploma options, test stress, and improved educational outcomes. Data needed to make judgments about intended and unintended consequences of high-stakes testing are also analyzed. |
Databáze: | OpenAIRE |
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