Perspectives on the Current State of Alternate Assessments based on Modified Academic Achievement Standards
Commentary on Peabody Journal of Education Special Issue
Bibliographic Data
| ID | 11637966 |
|---|---|
| Authors | Susan C Weigert (United States Department of Education, corresponding author), Susan Weigert |
| Year | 2009 |
| Volume | 84 |
| Issue | 4 |
| Pages | 585-594 |
| Publication date | 2009-10-30 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Peabody Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-956X • E-ISSN: 1532-7930 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/01619560903241093 |
| OpenAlex | W2014808619 |
| Language | EN |
| References cited | 6 |
In this commentary on the Peabody Journal of Education special edition, the author addresses implications of the contributing articles to three central domains of interest to states engaged in or considering the development of an alternate assessment on modified academic achievement standards: (a) identifying an eligible student population, (b) ensuring eligible students are provided access to appropriate instruction, and (c) developing more accessible test items
Academic achievement · Academic standards · Achievement test · Higher education · Mathematics education · Medical education · Pedagogy · Political science · Population · Sociology · Special education · Standardized test · State (computer science · Test (biology · Computer Science · Disability Education and Employment · Education Systems and Policy · Higher Education Learning Practices · Medicine · Psychology
State Perspectives on Implementing, or Choosing Not to Implement, an Alternate Assessment Based on Modified Academic Achievement Standards
The Changing Landscape of Alternate Assessments Based on Modified Academic Achievement Standards
Opportunities and Options for Facilitating and Evaluating Access to the General Curriculum for Students With Disabilities
Writing Performance Level Descriptors and Setting Performance Standards for Assessments of Modified Achievement Standards
The “Two Percent Students”
Modifying Achievement Test Items
| Highly cited | No |
|---|