Titlebook: Handbook of Accessible Instruction and Testing Practices; Issues, Innovations, Stephen N. Elliott,Ryan J. Kettler,Alexander Kurz Book 2018L

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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

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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

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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

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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

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