Characteristics of Good Alternate Assessments
- There has been careful stakeholder and policymaker development and definition of desired student outcomes for the population, reflecting the best understanding of research and practice.
- Assessment methods have been carefully developed, tested, and refined.
- Professionally accepted standards are used to score evidence (e.g., adequate training, dual scoring, third party tie breakers, reliability tests and rechecks of scorer competence).
- An accepted standards-setting process has been used so that results can be included in reporting and accountability.
- The assessment process is continuously reviewed and improved.
Standards and Assessment Group and Accountability Group
Guidance on final regulations that allow states to develop modified achievement standards for certain students with disabilities (July 20, 2007)
Alternate Achievement Standards for Students with the Most Significant Cognitive Disabilities Non-Regulatory Guidance (August 2005)
Office of Special Education Programs (OSEP) - Home Page
The following were presented at an OSEP Project Direstors' Conference - dates are provided where available.
Who Are The Students In Alternate And Modified Achievement Standards Assessments? (2008)
The Future Of Alternate Assessments: What We Will Know And Be Able To Do
Alternate Assessments In 2010: What Will We Know?
Current Issues In Alternate Assessment On Alternate Achievement Standards. (2005)
National Center on Educational Outcomes (NCEO) - Home Page
NCEO Issue Site: Alternate Assessments for Students with Disabilities
This issue site has many resources to help you understand the topic.
Alternate Assessment State Information
Alternate Assessments Based on Modified Academic Achievement Standards (AA-MAS)
Education Commission of the States - Home Page
Appropriate Inclusion of Students with Disabilities in State Accountability Systems
ECS Report to the Nation: State Implementation of the No Child Left Behind Act, Indicator 1 and Appendix A: Recommended Actions