標(biāo)題: Titlebook: Handbook of Accessible Instruction and Testing Practices; Issues, Innovations, Stephen N. Elliott,Ryan J. Kettler,Alexander Kurz Book 2018L [打印本頁(yè)] 作者: ODE 時(shí)間: 2025-3-21 16:09
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書目名稱Handbook of Accessible Instruction and Testing Practices被引頻次
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書目名稱Handbook of Accessible Instruction and Testing Practices讀者反饋
書目名稱Handbook of Accessible Instruction and Testing Practices讀者反饋學(xué)科排名
作者: Bumble 時(shí)間: 2025-3-21 22:21
http://image.papertrans.cn/h/image/420763.jpg作者: 屈尊 時(shí)間: 2025-3-22 00:58
https://doi.org/10.1007/978-3-319-71126-3Accessibility needs and English language learners; Accessible testing and cognitive load theory; Autis作者: 騙子 時(shí)間: 2025-3-22 07:10
978-3-030-10017-9Springer International Publishing AG, part of Springer Nature 2018作者: Guileless 時(shí)間: 2025-3-22 10:44 作者: Inflamed 時(shí)間: 2025-3-22 13:28 作者: 富饒 時(shí)間: 2025-3-22 18:09
The Legacy of the Shuttle Program,accomplishing a constructive disruption has yet to emerge. This may disappoint some readers, but on balance, it should motivate many others to continue efforts to pursue more accessible schools, instruction, materials, and tests for all students.作者: 語(yǔ)源學(xué) 時(shí)間: 2025-3-22 23:59 作者: 附錄 時(shí)間: 2025-3-23 03:33
Cognitive Load Theory for Test Design,tion of the three categories of cognitive load as they relate to test design. The final section focuses specifically on current methods of measuring cognitive demand with an emphasis on their potential application to the measurement of cognitive load during testing.作者: 暴露他抗議 時(shí)間: 2025-3-23 08:20 作者: 起來了 時(shí)間: 2025-3-23 11:02 作者: 得意人 時(shí)間: 2025-3-23 15:28 作者: 浮夸 時(shí)間: 2025-3-23 18:34 作者: NAV 時(shí)間: 2025-3-23 23:42 作者: 敵意 時(shí)間: 2025-3-24 05:21
https://doi.org/10.1007/978-1-349-05438-1elopment process is then reviewed for general education items and items modified for accessibility. Methods for evaluating item quality, in regard to accessibility, are summarized. Finally, recent innovations and technological enhancements in item development, administration, and scoring are discussed.作者: Irksome 時(shí)間: 2025-3-24 09:35 作者: 不發(fā)音 時(shí)間: 2025-3-24 11:39
International Policies that Support Inclusive Assessment,e, interests, pressures, and priorities. These comparative cases are used to highlight strengths and weaknesses of systems and to explore how international advances can be made to improve legislation, policy, and practices related to inclusive assessment.作者: 使堅(jiān)硬 時(shí)間: 2025-3-24 14:58
The Accessibility Needs of Students with Disabilities: Special Considerations for Instruction and Adents with disabilities should be educated in general education classrooms with peers who do not have disabilities. These students present a unique set of considerations for ensuring access to high-quality instruction and assessing their learning and growth.作者: anticipate 時(shí)間: 2025-3-24 22:14
Item Development Research and Practice,elopment process is then reviewed for general education items and items modified for accessibility. Methods for evaluating item quality, in regard to accessibility, are summarized. Finally, recent innovations and technological enhancements in item development, administration, and scoring are discussed.作者: invade 時(shí)間: 2025-3-25 02:54
Promoting Valid Assessment of Students with Disabilities and English Learners,e disabilities. Given that these developments have a common goal of increasing fairness and accessibility in educational assessment, we also discuss fairness issues in educational testing related to assessing SWDs and ELs.作者: 消瘦 時(shí)間: 2025-3-25 03:50
,Soviet Industry — The Major Branches,student who has difficulty with mathematics interacting with a multiple-choice item. In addition, the chapter provides a context of legal and policy issues around accessibility, along with methods of measuring relevant components. In closing, we introduce the sections and chapters of the handbook.作者: Palatial 時(shí)間: 2025-3-25 10:11
https://doi.org/10.1007/978-94-015-2749-1esent chapter traces key policy milestones in the legislative journey toward greater equity and excellence through a discussion of disability laws and regulation and highlights the need for a greater emphasis on fairness through equity of opportunity to learn.作者: meritorious 時(shí)間: 2025-3-25 13:57
https://doi.org/10.1007/978-1-349-23234-5strategies are presented, and their putative impacts on the assessment milieu are examined. Finally, the author proposes several guidelines for approaching test design and implementation for individuals with ASD to ensure the validity of inferences from their test results.作者: 交響樂 時(shí)間: 2025-3-25 17:48 作者: 描述 時(shí)間: 2025-3-25 23:08 作者: ineffectual 時(shí)間: 2025-3-26 03:12
US Policies Supporting Inclusive Assessments for Students with Disabilities: A 60-Year History,esent chapter traces key policy milestones in the legislative journey toward greater equity and excellence through a discussion of disability laws and regulation and highlights the need for a greater emphasis on fairness through equity of opportunity to learn.作者: 伴隨而來 時(shí)間: 2025-3-26 08:14
Assessing Students with Autism: Considerations and Recommendations,strategies are presented, and their putative impacts on the assessment milieu are examined. Finally, the author proposes several guidelines for approaching test design and implementation for individuals with ASD to ensure the validity of inferences from their test results.作者: Ganglion 時(shí)間: 2025-3-26 11:34 作者: ensemble 時(shí)間: 2025-3-26 13:51 作者: etidronate 時(shí)間: 2025-3-26 18:06
Handbook of Accessible Instruction and Testing Practices978-3-319-71126-3作者: gangrene 時(shí)間: 2025-3-26 22:07 作者: Filibuster 時(shí)間: 2025-3-27 01:07 作者: 獨(dú)白 時(shí)間: 2025-3-27 09:02 作者: NAIVE 時(shí)間: 2025-3-27 10:43
https://doi.org/10.1007/978-1-349-07596-6le assessment throughout instruction to provide ongoing, actionable feedback to educators and students before failure takes place, when taking action can make a real difference for all. Teachers, students, parents, administrators, and assessment designers/developers all need accurate assessments and作者: 瑪瑙 時(shí)間: 2025-3-27 17:35 作者: 鞭子 時(shí)間: 2025-3-27 19:51
The Space Environment / Le Milieu Spatials. Using information about each student’s accessibility needs, digital tests are now able to customize the content presented to students and the access tools available to them as they perform a test. In addition, interoperability standards support the exchange of items across systems, and guidelines作者: Gourmet 時(shí)間: 2025-3-27 22:19
Book 2018Latest editions continued to advance Universal Design for Learning (UDL) principles in mainstream education with teachers of all types of students, not just students with disabilities..Topics featured in this text include:?.A summary of U.S. policies that support inclusive assessment for students with disabilitie作者: pineal-gland 時(shí)間: 2025-3-28 04:42
ion with teachers of all types of students, not just students with disabilities..Topics featured in this text include:?.A summary of U.S. policies that support inclusive assessment for students with disabilitie978-3-030-10017-9978-3-319-71126-3作者: filial 時(shí)間: 2025-3-28 08:56 作者: 繁重 時(shí)間: 2025-3-28 13:22
Designing, Developing, and Implementing an Accessible Computer-Based National Assessment System, utilizing a multidisciplinary approach and evidence-based decisions-making processes. The chapter shows how these approaches resulted in a suite of embedded and non-embedded accessibility resources that can help meet individual student needs. The ability to customize individual test instances reinf作者: 首創(chuàng)精神 時(shí)間: 2025-3-28 15:34 作者: Melatonin 時(shí)間: 2025-3-28 20:31
Accurate and Informative for All: Universal Design for Learning (UDL) and the Future of Assessment,le assessment throughout instruction to provide ongoing, actionable feedback to educators and students before failure takes place, when taking action can make a real difference for all. Teachers, students, parents, administrators, and assessment designers/developers all need accurate assessments and作者: 厭惡 時(shí)間: 2025-3-29 01:52
Testing Adaptations: Research to Guide Practice,changes are only appropriate if the differential boost criteria can be met. Given the centrality of clearly defining the construct, other forms of validity evidence may be more appropriate as a first step in evaluating testing adaptations. Practitioners and researchers can use the following three-st作者: modest 時(shí)間: 2025-3-29 03:41
Recent Advances in the Accessibility of Digitally Delivered Educational Assessments,s. Using information about each student’s accessibility needs, digital tests are now able to customize the content presented to students and the access tools available to them as they perform a test. In addition, interoperability standards support the exchange of items across systems, and guidelines作者: 排出 時(shí)間: 2025-3-29 08:46 作者: insincerity 時(shí)間: 2025-3-29 13:40 作者: CRATE 時(shí)間: 2025-3-29 16:12
International Policies that Support Inclusive Assessment,ent of students with disabilities. This chapter outlines these initiatives and then provides a framework to evaluate countries and their adherence to inclusive assessment policies and practices. Three countries?– the United States, Australia, and mainland China?– are then reviewed against this frame作者: Encephalitis 時(shí)間: 2025-3-29 21:47
Fair Testing and the Role of Accessibility,e the basis for fair inferences about test takers. Most psychometricians do agree that fairness is a fundamental validity issue that should be addressed from the very conception of a new test or testing process. One commonly adopted position is that fair interpretations of test results are based on 作者: prostatitis 時(shí)間: 2025-3-30 03:31
Designing, Developing, and Implementing an Accessible Computer-Based National Assessment System,e measures for all students. This chapter describes the overall processes and individual tasks that the Smarter Balanced Assessment Consortium (Smarter Balanced) implemented to produce one of the most accessible mathematics and English language arts/literacy assessment systems. The assessments are a作者: Immobilize 時(shí)間: 2025-3-30 04:56 作者: Benzodiazepines 時(shí)間: 2025-3-30 10:51 作者: EXTOL 時(shí)間: 2025-3-30 12:39 作者: Harridan 時(shí)間: 2025-3-30 16:34
Confronting the Known Unknown: How the Concept of Opportunity to Learn Can Advance Tier 1 Instructil activities important for truly accessible instruction. To this end, I focus on my conceptual synthesis of OTL (Kurz, . NewYork, NY: Springer, 2011) due to its (a) operational definition, (b) application in general and special education, and (c) measurement via an online teacher log. I begin by rev作者: 不自然 時(shí)間: 2025-3-30 23:15
Response-to-Intervention Models and Access to Services for All Students,in an RTI service delivery framework: (a) comprehensive student assessment via screening, diagnostic measurement, and progress monitoring; (b) standardized data-based decision-making; (c) multi-tiered implementation of student support based on a continuum of needs; (d) the provision of evidence-base作者: 捏造 時(shí)間: 2025-3-31 03:14
Accurate and Informative for All: Universal Design for Learning (UDL) and the Future of Assessment, learner. Whereas traditional tests and diagnostics tend to focus on identifying weaknesses and disabilities in the individual learner, diagnostics in a UDL approach focus much more on identifying weaknesses and barriers in the design of the learning context itself, making it possible to probe wheth作者: transdermal 時(shí)間: 2025-3-31 05:43
Item Development Research and Practice,nt testing. This has resulted in a growing literature on item writing for accessibility. This chapter provides an overview of the fundamentals of item development, especially as they pertain to accessible assessments. Constructed-response and selected-response items are first introduced and compared作者: blackout 時(shí)間: 2025-3-31 12:16 作者: 違法事實(shí) 時(shí)間: 2025-3-31 16:59
