Developing the Next Generation of Accessible Assessments: What We Can Learn From the AA-MAS (Alternate Assessment Based on Modified Academic Achievement Standards)

• In Event: Roundtable Session 61
  In Roundtable Session: Large-Scale Assessments for Students With Disabilities and English Language Learners: Test Design and Student Characteristics

Abstract

Understanding how to best assess low performing students with disabilities continues to remain a challenge for Race-to-the-Top assessment consortia and states. The development of an alternate assessment based on modified achievement standards (AA-MAS) in seventeen states provided the opportunity to learn more about the characteristics of this population of students and how they can best demonstrate their knowledge and skills on accountability assessments. This study examined the participation guidelines and the test design changes that states made for their AA-MASs, and will explore what can be learned from this assessment and the implications for designing the next generation of accessible assessments.

Authors

• Lynn Price, University of Minnesota

• Jennifer R. Hodgson, University of Minnesota

• Sheryl S. Lazarus, University of Minnesota

• Martha L. Thurlow, University of Minnesota