Modeling Reading Growth for Alternate Assessments Based on Alternate Achievement Standards (AA-AAS)

• In Event: 35.056 - Inclusion and Accommodation in Educational Assessment SIG Paper Session

Abstract

Modeling growth for students with significant cognitive disabilities who take alternate assessments based on alternate achievement standards is difficult due to a variety of factors, including scaling, group heterogeneity, and missing data. This study modeled reading growth for students with significant cognitive disabilities who participated in one state's alternate assessment from 2011 to 2013 in Grades 3-5 using a common scale score. The range of annual growth estimates was obtained using latent class growth modeling with static covariates. The significance of the findings and study limitations are discussed. Recommendations for future research are suggested.

Authors

• Dan Farley, University of Oregon

• Daniel John Anderson, University of Oregon

• Phillip Shawn Irvin, University of Oregon

• Jessica L. Saven, Behavioral Research and Teaching, University of Oregon

• Gerald A. Tindal, University of Oregon