Alternate Assessments Based on Alternate Achievement Standards (AA-AAS) Item Features and Student Outcomes

• In Event: Roundtable Session 14
  In Roundtable Session: Considerations in Assessing Diverse Student Populations

Abstract

Alternate assessments based on alternate achievement standards (AA-AAS) for students with significant cognitive disabilities typically consist of relatively few items that sample a narrow range of content. Historically, the emphasis has been on defining proficiency within a grade. In order to establish a foundation for scales that link across grades, and to better describe what students scoring at various achievement levels know and can do, additional research is needed on AA-AAS items. This study applied item mapping techniques to two states’ AA-AASs in reading and math. Features of items that did and did not discriminate between proficient and nonproficient students were examined. Within the pools of discriminating items, we also compared characteristics of students who were proficient and nonproficient.

Authors

• Meagan Karvonen, The University of Kansas

• Claudia P. Flowers, University of North Carolina - Charlotte

• Shawnee Wakeman, University of North Carolina - Charlotte