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Alternate Assessments Based on Alternate Achievement Standards: Policy, Practice, and Potential de William D. Schafer

Alternate Assessments Based on Alternate Achievement Standards: Policy, Practice, and Potential

Editat de William D. Schafer, Robert W. Ed. Lissitz
en Limba Engleză Paperback – 31 aug 2009
Suitable for assessment developers, researchers, policy makers, special education directors, and students in graduate-level courses in both special education and assessment, this book offers an investigation of the challenges, successes, and key components of assessing alternate achievement standards.
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Specificații

ISBN-13: 9781598570373
ISBN-10: 1598570374
Pagini: 384
Dimensiuni: 152 x 226 x 23 mm
Greutate: 0.56 kg
Editura: Paul H Brookes Publishing

Notă biografică

Diane M. Browder, Ph.D., is Snyder Distinguished Professor and doctoral coordinator of Special Education at the University of North Carolina at Charlotte. Dr. Browder has more than 2 decades of experience with research and writing on assessment and instruction of students with severe disabilities. Recently, she has focused on alternate assessment and linking assessment and instruction to the general curriculum. She is Principal Investigator for an Institute of Education Sciences--funded center with a focus on teaching students with moderate and severe disabilities to read. She is a partner in the National Center on Alternate Assessment and Principal Investigator for Office of Special Education Programs--funded projects on access to the general curriculum. Claudia Flowers, Ph.D., Dr. Flowers's research has focused on assessment and transition issues for students with disabilities. She is a partner with the federally funded National Centers and State Collaborative 28-state consortium that is developing a new alternate assessment for students with significant cognitive disabilities and Co-principal Investigator for the IES-funded Communicating Interagency Relationships and Collaborative Linkages for Exceptional Students. Jacqui Farmer Kearns, Ed.D., is Associate Director of the Inclusive Large-Scale Standards and Assessment Group (ILSSA) at the Interdisciplinary Human Development Institute (IHDI) at the University of Kentucky in Lexington. Among her many accomplishments at the IHDI, Dr. Kearns has served as the principal investigator on two groundbreaking initiatives for students with disabilities: the Kentucky Statewide Alternate Portfolio Project and the Including Students with Deaf Blindness in Large-Scale Educational Assessments Project. Dr. Kearns previously directed the Kentucky Statewide Systems Change Project for Students with Severe Disabilities and has extensive experience as a classroom teacher for students with moderate and severe disabilities. Harold L. Kleinert, Ed.D., is Executive Director of the Interdisciplinary Human Development Institute, University of Kentucky, and Associate Adjunct Professor in the Department of Special Education and Rehabilitation Counseling at the University of Kentucky in Lexington. Previously, Dr. Kleinert served as Director of Training for the Interdisciplinary Human Development Institute. A veteran educator, Dr. Kleinert taught special education at the classroom level for 14 years before directing a wide range of federal and state projects, including the Kentucky Alternate Portfolio Study, aimed at improving services for students with significant disabilities. Marianne Perie, Ph.D., is Senior Associate, National Center for the Improvement of Educational Assessment, Inc., Dover, New Hampshire. Rachel Quenemoen, M.S., conducts research and consultation/technical assistance on educational change processes to ensure that students with disabilities are included in and benefit from reform efforts. She has written numerous articles, chapters, research briefs, and presentations on improving outcomes for students with disabilities, including coauthoring a book on alternate assessment. She has worked for 35 years as an educational sociologist and currently serves on the assessment and accountability technical advisory committees for Idaho, Partnership for Assessment of Readiness for College and Careers, Puerto Rico, South Dakota, and Washington, DC. Shawnee Y. Wakeman, Ph.D., Dr. Wakeman's research interest includes the relationship of the principal to the education of students with disabilities, access to the general curriculum and how it is enacted for students with significant cognitive disabilities, alignment of the educational system and the policy implications of those alignment issues, and alternate assessment. Dr. Wakeman is currently involved in se