Research on the Alignment of Alternate Assessment.pptVIP

Research on the Alignment of Alternate Assessment Diane M. Browder, PhD Claudia Flowers, PhD University of North Carolina at Charlotte In this segment… UNC Charlotte research on States’ alignment of alternate assessment Evidence that students with significant cognitive disabilities can learn academics Brief discussion of changing curricular context for students with significant cognitive disabilities Alignment A match between the written, taught, and tested curriculum Alternate Assessment Alignment UNC Charlotte Research on Alternate Assessment Alignment What curricular domains are used? Are the performance indicators within reading and math aligned with standards for this content? What type of tasks and contexts are used in alternate assessments that are clearly aligned? To what extent are states with strong general curriculum focus aligned with grade level content standards? Alignment ResearchWhat curricular domains are present in states’ alternate assessments? Method Obtained alternate assessment information and materials from 41 states in 2001 Used 31 states’ materials that included information on “performance indicators” (assessment items; sample tasks for standards; extended standards) Coded information to find patterns Reference Browder, D., Ahlgrim-Delzell, L., Flowers, C., Karvonen, M. Spooner, F., Algozzine, R. (2005). How states define alternate assessments. Research and Policy in Developmental Disabilities, 15 (4). FINDINGSPrior to NCLB, most states’ alternate assessments included academic domains Alignment ResearchDo the performance indicators in states’ AA align with reading and math standards? Method Selected a representative sample of performance indicators from each of the 31 states Reviewed by researchers in reading and math education (general education) Reference Browder, D., Flowers, C., Ahlgrim-Delzell, L. Karvonen, M. Spooner, F. , Algozzine, R. (2004). The alignment of alternate assessment content to academic and functional