Alternate assessment: Have we learned anything new?

• Autores: Elizabeth Towles-Reeves, Harold Kleinert, Monicah Muhomba
• Localización: Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 75, Nº. 2, 2009, págs. 233-252
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Since the first review of alternate assessment literature by Browder, Spooner, Algozzine, et at. (2003), educational research related to alternate assessment has rapidly expanded as state and fideral policies have required the inclusion of students with disabilities, including students with the most significant cognitive disabilities, in state and school accountability indexes. The purpose of this literature review was to examine the empirical studies conducted since the conception of alternate assessment to evaluate the progress made in this area, using a research framework proposed by Browder et al. We discuss future research directions, particularly as these relate to recent changes in fideral policy under No Child Left Behind as well as implications for teachers and practitioners.