標(biāo)題: Titlebook: Handbook of Accessible Achievement Tests for All Students; Bridging the Gaps Be Stephen N. Elliott,Ryan J. Kettler,Alexander Kurz Book 2011 [打印本頁] 作者: FETID 時(shí)間: 2025-3-21 18:25
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書目名稱Handbook of Accessible Achievement Tests for All Students讀者反饋學(xué)科排名
作者: Exploit 時(shí)間: 2025-3-22 00:00 作者: START 時(shí)間: 2025-3-22 01:39
IEP Team Decision-Making for More Inclusive Assessments: Policies, Percentages, and Personal Decisioool teachers and administrators in the United States. NCLB required each state to develop content and achievement standards in several subjects, to administer tests to measure students’ attainment of those standards, to develop targets for student performance on those tests, and to impose a series o作者: SSRIS 時(shí)間: 2025-3-22 06:54 作者: 溫和女孩 時(shí)間: 2025-3-22 09:14
Access to What Should Be Taught and Will Be Tested: Students’ Opportunity to Learn the Intended Currerences about the extent to which students have achieved the intended academic content standards. The fact that schools are open to sanctions and rewards on the basis of student achievement also indicates that these test score interpretations include inferences about what students know and can do as作者: Nonporous 時(shí)間: 2025-3-22 13:15 作者: 生氣地 時(shí)間: 2025-3-22 19:19
Test-Taking Skills and Their Impact on Accessibility for All Studentssubject 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作者: Overthrow 時(shí)間: 2025-3-22 22:12
Accessibility Theory: Guiding the Science and Practice of Test Item Design with the Test-Taker in Miuct (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作者: Confess 時(shí)間: 2025-3-23 05:07
Validity Evidence for Making Decisions About Accommodated and Modified Large-Scale Teststesting 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 作者: Flagging 時(shí)間: 2025-3-23 08:41 作者: 靦腆 時(shí)間: 2025-3-23 13:19 作者: placebo 時(shí)間: 2025-3-23 16:05
Effects of Modification Packages to Improve Test and Item Accessibility: Less Is Moreernate 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作者: 策略 時(shí)間: 2025-3-23 20:22 作者: 頌揚(yáng)國家 時(shí)間: 2025-3-24 01:48
Computerized Tests Sensitive to Individual Needs dramatically over the last three decades. In 1983, schools had, on average, only one computer for every 125 students. Today, that ratio has dropped to one computer for every 3.8 students and nearly every school across the nation has a high-speed Internet connection (Bausel, 2008). In addition, an i作者: deforestation 時(shí)間: 2025-3-24 02:53 作者: 變白 時(shí)間: 2025-3-24 07:42
https://doi.org/10.1007/978-1-4612-2518-8ere the test questions covered content that we had not been taught. Many of us also have had testing experiences where the test items seemed “tricky” or poorly written, thus making it difficult to show what we had learned about the content the test was intended to measure. In both types of testing s作者: 出生 時(shí)間: 2025-3-24 10:45 作者: 向下 時(shí)間: 2025-3-24 15:05 作者: Explicate 時(shí)間: 2025-3-24 20:23
RIAA Transfer/Anti-RIAA Transfer and 9. While Australian legislation and policies are designed to support inclusive assessments for all, it is evident that in practice this is not the case. This chapter provides information about Australian legislation and ensuing policies, how they interact with national achievement testing in Au作者: GLOSS 時(shí)間: 2025-3-24 23:43 作者: 保存 時(shí)間: 2025-3-25 06:38
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作者: Inexorable 時(shí)間: 2025-3-25 10:51
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作者: etiquette 時(shí)間: 2025-3-25 12:50
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作者: output 時(shí)間: 2025-3-25 16:41
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 作者: semiskilled 時(shí)間: 2025-3-26 00:03 作者: erythema 時(shí)間: 2025-3-26 02:03 作者: 錢財(cái) 時(shí)間: 2025-3-26 04:38
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作者: Archipelago 時(shí)間: 2025-3-26 08:51
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作者: strain 時(shí)間: 2025-3-26 15:04 作者: commune 時(shí)間: 2025-3-26 17:08
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作者: Intellectual 時(shí)間: 2025-3-27 00:22
https://doi.org/10.1007/978-1-4612-2518-8ion or poor test items. In addition, it is likely that these testing situations were considered unfair and engendered negative attitudes about tests. These are not desired outcomes of instruction or testing. By improving access to instruction and tests, the results of testing can be more meaningful, and potentially positive, for all users.作者: cochlea 時(shí)間: 2025-3-27 01:28
X- and XUV-Radiation of the Solar Corona,tions. This chapter is intended to help special education service providers, administrators, and policy makers understand the role of instructional adaptations for improving the accessibility of educational environments.作者: 刪減 時(shí)間: 2025-3-27 06:50 作者: 時(shí)代錯(cuò)誤 時(shí)間: 2025-3-27 11:30
Creating Access to Instruction and Tests of Achievement: Challenges and Solutions,ion or poor test items. In addition, it is likely that these testing situations were considered unfair and engendered negative attitudes about tests. These are not desired outcomes of instruction or testing. By improving access to instruction and tests, the results of testing can be more meaningful, and potentially positive, for all users.作者: effrontery 時(shí)間: 2025-3-27 15:36 作者: –DOX 時(shí)間: 2025-3-27 20:28 作者: diabetes 時(shí)間: 2025-3-27 22:01 作者: 官僚統(tǒng)治 時(shí)間: 2025-3-28 04:41
U.S. Legal Issues in Educational Testing of Special Populationsing standards, and adherence to other professional standards may be raised.. This chapter focuses on the legal, psychometric, and policy issues related to educational testing of special populations. Although prior federal cases and professional standards provide guidance, some tough policy decisions remain.作者: needle 時(shí)間: 2025-3-28 07:10 作者: 相信 時(shí)間: 2025-3-28 11:36 作者: 啜泣 時(shí)間: 2025-3-28 16:08
Computerized Tests Sensitive to Individual Needso one computer for every 3.8 students and nearly every school across the nation has a high-speed Internet connection (Bausel, 2008). In addition, an increasing number of schools are adopting 1:1 computing programs that provide a laptop for every student.作者: MOTTO 時(shí)間: 2025-3-28 20:54 作者: 從容 時(shí)間: 2025-3-28 23:18 作者: Jacket 時(shí)間: 2025-3-29 06:56 作者: 責(zé)任 時(shí)間: 2025-3-29 09:55
The South Atlantic in the Late Quaternaryt score interpretation. Advice is given on the validity evidence that should be collected throughout the multiphase standard setting process. Special attention is paid to the unique requirements that arise when implementing the multiphase standard setting process for the AA-MAS and AA-AAS.作者: NUDGE 時(shí)間: 2025-3-29 11:35
Language Issues in the Design of Accessible Items whereas the growth rate for all students has been at less than 4% (Flannery, 2009). This rapid growth demands that we consistently and accurately determine which students require English language services (Abedi & Gándara, 2006).作者: 鉆孔 時(shí)間: 2025-3-29 19:19 作者: Overdose 時(shí)間: 2025-3-29 19:50 作者: 我的巨大 時(shí)間: 2025-3-30 03:37
The 6D Framework: A Validity Framework for Defining Proficient Performance and Setting Cut Scores fot score interpretation. Advice is given on the validity evidence that should be collected throughout the multiphase standard setting process. Special attention is paid to the unique requirements that arise when implementing the multiphase standard setting process for the AA-MAS and AA-AAS.作者: FIS 時(shí)間: 2025-3-30 07:12 作者: preeclampsia 時(shí)間: 2025-3-30 12:04
https://doi.org/10.1007/978-3-319-65394-5chievement test result depends both on the precision of the test score and the accuracy of subsequent inferences about the test-taker’s knowledge of the tested content after accounting for the influence of any access barriers. In essence, the accessibility of a test event is proportional to the validity of test results.作者: GRIEF 時(shí)間: 2025-3-30 12:48
Access to What Should Be Taught and Will Be Tested: Students’ Opportunity to Learn the Intended Curr). To support the . of such inferences, test users must either account for differences in learning opportunities or provide evidence that all test-takers had access to a comparable opportunity to learn the intended and assessed curriculum (Kurz & Elliott, in press; Porter, 1995).作者: cocoon 時(shí)間: 2025-3-30 18:25
Accessibility Theory: Guiding the Science and Practice of Test Item Design with the Test-Taker in Michievement test result depends both on the precision of the test score and the accuracy of subsequent inferences about the test-taker’s knowledge of the tested content after accounting for the influence of any access barriers. In essence, the accessibility of a test event is proportional to the validity of test results.作者: Kindle 時(shí)間: 2025-3-30 23:39
in depth the topics of test accessibility and test design.Ad.The .Handbook of Accessible Achievement Tests for All Students: Bridging the Gaps Between Research, Practice, and Policy. presents a wealth of evidence-based solutions designed to move the assessment field beyond “universal” standards and 作者: Limited 時(shí)間: 2025-3-31 03:49
Introduction: The Soul of Film Theory,ing standards, and adherence to other professional standards may be raised.. This chapter focuses on the legal, psychometric, and policy issues related to educational testing of special populations. Although prior federal cases and professional standards provide guidance, some tough policy decisions remain.作者: impaction 時(shí)間: 2025-3-31 06:40
RIAA Transfer/Anti-RIAA Transfere case. This chapter provides information about Australian legislation and ensuing policies, how they interact with national achievement testing in Australia, and proposes recommendations for the development of a more effective and inclusive assessment regime for Australian students.
