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Equity for Students with High-Incidence Disabilities in Statewide Assessments: A Technology-Based Solution
ARTICLE

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Focus on Exceptional Children Volume 38, Number 7, ISSN 0015-511X

Abstract

One of the most significant challenges facing policy makers in education today is to ensure that state assessments designed to measure student performance across specified grade-level curriculum content standards will allow all students to demonstrate what they have learned. This challenge is made complex by the varied attributes of students with disabilities and the curriculum these students receive. For the diverse population of students with high-incidence disabilities, statewide assessments remain largely undifferentiated based on their needs or capacity. Accommodations, while of value, focus on test-taking behaviors (e.g., use of calculators) and practices (e.g., more time), but do not address curriculum alignment or item design to measure standards-based performance. Thus, the authors suggest the adoption of Computerized Adaptive Testing (CAT) to accommodate students with special needs. In this article, the authors describe how CAT works and cite its advantages. (Contains 2 figures.)

Citation

, M., Poggio, J., Seok, S. & Smith, S. (2006). Equity for Students with High-Incidence Disabilities in Statewide Assessments: A Technology-Based Solution. Focus on Exceptional Children, 38(7),. Retrieved October 23, 2019 from .

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Cited By

View References & Citations Map
  • Assistive Technology Supports for Postsecondary Students with Disabilities

    Karen Voytecki & Patricia Anderson, East Carolina University, United States; Sarah Semon, University of South Florida, United States; Soonhwa Seok, University of Wisconsin - Whitewater, United States

    Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3990–3995

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