A Validation Study of the Performance Indicators and Learner Outcomes of Kentucky's Alternate Assessment for Students with Significant Disabilities
- 1 June 1999
- journal article
- Published by SAGE Publications in Journal of the Association for Persons with Severe Handicaps
- Vol. 24 (2), 100-110
- https://doi.org/10.2511/rpsd.24.2.100
Abstract
The purpose of this study was to conduct an expert validation of Kentucky's alternate assessment for students with significant disabilities. Since 1992, this has been the only fully operational, statewide alternate assessment system in the nation. A total of 44 national authorities in best practices for students with moderate and severe cognitive disabilities responded to this validation. This study revealed a high degree of professional congruence on the core of best practices embodied in the performance criteria for Kentucky's alternate assessment. However, respondents raised concerns about the extent to which more limited learner outcomes had been identified for students with significant disabilities, and whether the alternate assessment was sufficiently aligned to the general curricular expectations for all students. Finally, we present considerations for other states and local school districts in the design of alternate assessments, as well as the specific revisions in content and scoring standards Kentucky has made to more clearly address the relationship of its alternate assessment to the state's learning outcomes for all students.Keywords
This publication has 5 references indexed in Scilit:
- Putting Alternate Assessments into Practice: What to Measure and Possible Sources of DataExceptional Children, 1999
- Principal Supports for Inclusive AssessmentTEACHING Exceptional Children, 1998
- Invited CommentaryJournal of the Association for Persons with Severe Handicaps, 1997
- Article Commentary: Invited CommentaryJournal of the Association for Persons with Severe Handicaps, 1997
- Accountability for All Students: Kentucky's Alternate Portfolio Assessment for Students with Moderate and Severe Cognitive DisabilitiesJournal of the Association for Persons with Severe Handicaps, 1997