Student and Teacher Characteristics Related to Performance on Alternate Assessments Based on Alternate Achievement Standards (AA-AAS) Tasks Developed Using Evidence Centered Design

• 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

Students with significant cognitive disabilities (SWSCD) challenge conventions with respect to teaching and assessing academic content. Assessment designers are challenged to develop assessments that adequately and reliably show what these students know and can do. This EAG project is the first to address systematically specification of grade-level academic content in ELA using Common Core State Standards for alternate assessments of SWSCD through the application of evidence-centered design and UDL, by identifying target constructs and controlling construct irrelevant variance. In this paper, we describe how ECD and UDL frameworks are applied through co-design process, the development of assessment tasks/items for SWSCD, and findings from an analysis of the performance of SWSCD on the tasks related to student, teacher, and item characteristics.

Author

• Renee Cameto, SRI International