Special Populations
AACC Resources
Resources developed by the AACC to help regional centers and states improve their assessments and accountability systems.
Framework for High-Quality English Language Proficiency Standards and Assessments (Download PDF)
The Framework for High-Quality English Language Proficiency Standards and Assessments, its accompanying brief, and one-page overview of criteria were conceived as critical tools for states to use in their efforts to ensure that their English learner students achieve English language proficiency (ELP) and also achieve at high levels academically. Building on the best knowledge from relevant research and practice, the Framework provides criteria for high-quality ELP standards and aligned assessments.
Please submit any questions or comments about the Framework to ELPFramework@aacompcenter.org.
Full Framework (Download PDF)
Framework Brief (Download PDF)
Overview of Framework Criteria (Download PDF)
References for Framework Brief (Download PDF)
Alternate Assessments Based on Modified Achievement Standards (AA-MAS): Critical Considerations and Implications for Implementation (Coming Soon)
This document presents information about assessments based on modified achievement standards (AA-MAS). More specifically, the document presents key information about AA-MAS (based on the regulations, non-regulatory guidance, and other relevant resources), describes critical issues and considerations related to the development and implementation of AA-MAS, and presents examples of general approaches states have taken (or are taking) in the development and implementation of these assessments. This document will be updated periodically to incorporate new information and research.
Guidelines for Ensuring the Technical Quality of Assessments Affecting English Language Learners and Students with Disabilities: Development and Implementation of Regulations (Download PDF) (View HTML)
The Guidelines provide research-based information on key issues relevant to the technical quality of assessments for English language learners (ELLs) and students with disabilities (SWDs). These guidelines reflect both syntheses of research and best/promising practices and include recommendations of resources for additional information on the technical quality of assessments for ELLs and SWDs. This is an evolving document, and will be updated periodically to incorporate new information and research.
The Guidelines can be viewed online or downloaded as a PDF. When printing, for best results, please download the PDF.
-
Evaluation of the Technical Evidence of Assessments for Special Student Populations (PDF)
This evaluation updates and extends the work presented in Technical Adequacy of Assessments for Alternate Student Populations (Rabinowitz & Sato, 2005). This project is ongoing and is intended to inform developers and consumers of assessments for special student populations (ELLs and SWDs). The evaluation focuses on the technical adequacy of evidence related to assessments used to meet relevant Title I and Title III requirements under NCLB. In addition to the report, which includes a description of our process and the technical criteria used, summaries of technical evidence related to specific assessments are available below. Summaries for additional assessments will be added as they are completed.Technical evidence summary: CELDT
Technical evidence summary: IPT 2004-R/W
Technical evidence summary: IPT 2004-O
Coming soon, Technical Evidence Summaries for ELDA, ACCESS for ELLs, and IPT.
The Technical Adequacy of Assessments for Alternate Student Populations (PDF)
These guidelines are designed to assist developers and consumers of assessments for English language learners in particular and special student populations in general. They are intended to help evaluate the technical adequacy (i.e., validity, reliability, freedom from bias) of assessments used to meet relevant Title I and Title III requirements under No Child Left Behind.
Reviewed Resources
Includes knowledge (frequently research reports), products and tools, guidance, and services that are recommended by an expert committee. The rating form and method are aligned to ratings from other comprehensive content centers. A comprehensive glossary provides many additional details about the AACC rating process.
Has Progress Been Made in Raising Achievement for English Language Learners?
Author/Provider: Center on Education Policy
Resource Type: Knowledge
Cost: Free
Length: 21 pages
Website: http://www.eric.ed.gov/PDFS/ED509348.pdf
Resource Summary: This report by the Center on Education Policy, an independent nonprofit organization, examines progress in raising achievement for English language learners. It also describes the factors that make it difficult to accurately assess what ELLs know and can do. The data for this analysis were collected by CEP with technical support from the Human Resources Research Organization and come from the state reading and mathematics tests used for NCLB accountability in all 50 states.
Full Citation: Center on Education Policy (2010). Has progress been made in raising achievement for English language learners? Washington, DC: Author. Retrieved from http://www.eric.ed.gov/PDFS/ED509348.pdf.
Selected Reviewer Comments: "This resource is well-written, easy to understand and presents compelling (and sometimes startling) information about proficiency rates for EL students." "This is a useful resource for anyone working in the ELL area, especially for state and national policy makers." "Important and timely piece, particularly given earlier concerns that ELs would make it challenging for states to meet NCLB goals."
Succeeding with English Language Learners: Lessons from the Great City Schools
Author/Provider: Amanda Rose Horwitz, Gabriela Uro, Ricki Price-Baugh, Candace Simon, Renata Uzzell, Sharon Lewis, and Michael Casserly; The Council of the Great City Schools
Resource Type: Knowledge
Cost: Free
Length: 82 pages
Website: http://www.cgcs.org/publications/ELL_Report09.pdf
Resource Summary: School districts have been struggling with the challenges of teaching English Language Learners (ELLs) for decades. Yet few studies have examined strategies for districtwide instructional reform for ELLs. To address this need, the Council of the Great City Schools sought to explore the experiences of large, urban districts with differing levels of success in raising ELL student achievement to shed light on potential strategies for ELL reform. Specifically, the study aimed to investigate the district-level policies and practices, as well as the historical, administrative, and programmatic contexts of school systems that showed growth in ELL student achievement from 2002 to 2006.
Full Citation: Horwitz, A. R., Uro, G., Price-Baugh, R., Simon, C., Uzzell, R., Lewis, S., & Casserly, M. (2009). Succeeding with English Language Learners: Lessons from the Great City Schools. Washington, DC: Council of Great City Schools. Retrieved from http://www.cgcs.org/publications/ELL_Report09.pdf.
Selected Reviewer Comments: "A useful resource for districts with significant ELL populations looking to improve student achievement outcomes and reduce achievement gaps." "Because of the comprehensive nature of the sites included in the study, audience appeal is wide." "Provides important information about what districts that appear to be succeeding with ELLS do and how it differs from districts who aren't achieving as much success."
Processes and challenges in identifying learning disabilities among students who are English language learners in three New York State Districts
Author/Provider:Maria Teresa Sánchez, Caroline Parker, Bercem Akbayin, and Anna McTigue; National Center for Education Evaluation and Regional Assistance
Resource Type: Knowledge
Cost: Free
Length: 52 pages
Website: http://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2010085.pdf
Resource Summary: Using interviews with district and school personnel and documents from state and district web sites in three districts in New York State, the study examines practices for identifying learning disabilities among students who are English language learners and the challenges that arise. The study finds both similarities and differences in practices, with more differences in practices, with more differences in prereferral than in referral practices. It identifies eight challenges to the identification of learning disabilities in students who are English language learners and five interrelated elements that appear to be important for avoiding misidentification.
Full Citation: Sánchez, M. T., Parker, C., Akbayin, B., and McTigue, A. (2010). Processes and challenges in identifying learning disabilities among students who are English language learners in three New York State districts (Issues & Answers Report, REL 2010–No. 085). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands. Retrieved from http://ies.ed.gov/ncee/edlabs.
Selected Reviewer Comments: "This study is important in its reflection and recognition of eight challenges in the identification of learning disabilities in students who are English language learners." "Probably one of the few resources on this topic." "Highly recommended."
Alternate assessments for special education students in the Southwest Region states
Author/Provider:Stanley Ravinowitz, Edynn Sato, Betsy J. Case, Debra Benitez, & Kevin Jordan; Regional Educational Laboratory Mid-Atlantic
Resource Type: Knowledge
Cost: Free
Length: 71 pages
Website: http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/REL_2008044.pdf
Resource Summary: In 2003 the U.S. Department of Education issued regulations allowing states to develop alternate standards and assessments for students with the most significant cognitive disabilities. This study reviews and summarizes alternate assessment policies and practices—and their implementation and impact—for the most significantly cognitively disabled students, across the five states in the Southwest Region.
Full Citation: Rabinowitz, S. Sato, E., Case, B. J., Benitez, D., & Jordan K. (2008). Alternate assessments for special education students in the Southwest Region states (Issues & Answers Report, REL 2008–No. 044). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Retrieved from http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/REL_2008044.pdf
Selected Reviewer Comments: "This resource presents a well researched, well conceptualized, well written analysis of how and in what ways 5 southwestern states are addressing Federal mandates to assess special education students." "This study analyzed important research questions in a field with very limited information."
The Test Accessibility and Modification Inventory
Author/Provider:Vanderbilt/Peabody College
Resource Type: Product or Tool
Cost: Free
Length: Varies
Website: http://peabody.vanderbilt.edu/tami.xml
Resource Summary: The Test Accessibility and Modification Inventory is an evaluation tool designed to facilitate a comprehensive analysis of tests and test items for the purpose of enhancing access and meaningful responses from all students. TAMI was developed as part of the Consortium for Alternate Assessment Validity and Experimental Studies. By using the TAMI systematically, new and existing tests and test items can be improved to enhance testing practices for students.
Full Citation: Vanderbilt/Peabody College. The Test Accessibility and Modification Inventory. Retrieved February 9, 2010, from http://peabody.vanderbilt.edu/tami.xml.
Selected Reviewer Comments: "Outstanding use of scales and corresponding rubrics to evaluate tools." "The organization and dimensions of this inventory are easy to use and well aligned with the content. Those features could easily be translated to other areas for evaluation of assessment tools." "Should also be helpful to anyone working in test development, even at the school level."
Conversations with practitioners: Current practice in statewide RTI implementation. Recommendations and frequently asked questions
Author/Provider:Mohammed, S. S., Roberts, G., Murray, C. S., & Vaughn, S., RMC Research Corporation, Center on Instruction.
Resource Type: Knowledge
Cost: Free
Length: 30 pages
Website: http://www.centeroninstruction.org/files/Conversations%20with%20Practitioners%20Corr.pdf
Resource Summary: Response to Intervention (RTI) is an area of focus for the U.S. Department of Education-funded Center on Instruction. The Center is working to identify practices that may be effective for implementing RTI at the state, district, and school levels. This executive summary highlights key ideas and recommendations for effective RTI programs. The authors and publisher hope that readers will find value not only in reading this document from beginning to end but also in using it as a reference, turning to specific sections when necessary.
Full Citation: Mohammed, S. S., Roberts, G., Murray, C. S., & Vaughn, S. (2009). Conversations with practitioners: Current practice in statewide RTI implementation. Recommendations and frequently asked questions. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Selected Reviewer Comments: “Important information on RTI, as well as how different states are approaching implementation with support from the RCCs.”
Dynamic Assessment as Responsiveness to Intervention: A Scripted Protocol to Identify Young At-Risk Readers
Author/Provider:Fuchs, D., Fuchs, L. S., Compton, D. L., Bouton, B., Caffrey, E., & Hill, L. / Teaching Exceptional Children
Resource Type: Knowledge
Cost: Free
Length: 6 pages
Website: http://findarticles.com/p/articles/mi_7749/is_200705/ai_n32221355/
Resource Summary: The authors report on a mixed-methods review of 24 studies that explores the predictive validity of dynamic assessment (DA). For 15 of the studies, they conducted quantitative analyses using Pearson's correlation coefficients. They descriptively examined the remaining studies to determine if their results were consistent with findings from the group of 15. The authors implemented analyses in five phases: They compared the predictive validity of traditional tests and DA, compared two forms of DA, examined the predictive validity of DA by student population, investigated various outcome measures to determine whether they mediate DA's predictive validity, and assessed the value added of DA over traditional testing. Results indicated superior predictive validity for DA when feedback is not contingent on student response, when applied to students with disabilities rather than at-risk or typically achieving students, and when independent DA and criterion-referenced tests were used as outcomes instead of norm-referenced tests and teacher judgment.
Full Citation: Fuchs, D., Fuchs, L. S., Compton, D. L., Bouton, B., Caffrey, E., & Hill, L. (2007). Dynamic assessment as responsiveness to intervention: A scripted protocol to identify young at-risk readers. Teaching Exceptional Children, 39(5), 58-63.
Selected Reviewer Comments: "This is a valuable resource and contains interesting and informative ideas about the role and possibilities of using Dynamic Assessment to supplement the kinds of RTI currently in place." "This would be a good article (study) to access for those interested in RTI assessment practices. Dynamic Assessment provides both the opportunity to assess student performance, but also the information to ascertain how successful or quickly a student might benefit from more intensive instructional strategies to boost achievement."
WiDA Consortium Website on English Language Proficiency (ELP) Standards
Author/Provider: World-Class Instructional Design and Assessment (WIDA) / Wisconsin Center for Education Research
Resource Type: Product/Tool
Cost: Free
Website: http://www.wida.us/standards/elp.aspx
Resource Summary: The WIDA Consortium's English Language Proficiency Standards for English Language Learners (ELLs) in Pre-Kindergarten through Grade 12 encompass: Social and Instructional language, the language of Language Arts, the language of Mathematics, the language of Science, and the language of Social Studies. The WIDA ELP Standards are designed as a curriculum and instruction planning tool. They help educators determine children's ELP levels and how to appropriately challenge them to reach higher levels.
Full Citation: World-Class Instructional Design and Assessment (WIDA). English Language Proficiency (ELP) Standards. Retrieved October 23, 2009, from http://www.wida.us/standards/elp.aspx
Selected Reviewer Comments: "I would utilize this resource for clients looking to support language proficiency issues." "I think this is a great resource." "Valuable information, relevant to a variety of users." "Extremely well done, highly useful in the ELL field." "Makes no extraordinary claims, thus increasing its credibility." "Excellent graphics that encourage and supports its use in the field."
An analysis of three states' alignment between language arts and mathematics standards and alternate assessments
Author/Provider: Flowers, C., Browder, D., & Ahlgrim-Delzell, L. / Exceptional Children
Resource Type: Knowledge
Cost: Free
Length: 16 pages
Website: http://findarticles.com/p/articles/mi_hb3130/is_2_72/ai_n29242003/
Resource Summary: Recent guidelines for No Child Left Behind Act of 2001 (NCLB; 2001) permit the use of alternate achievement standards for counting up to 1% of students with significant cognitive disabilities as proficient in adequate yearly progress (AYP) calculations. This provision increases the importance of assessing the technical quality of alternate assessments and their alignment to academic content standards. This study used a quantitative method of alignment to estimate the match between three states' alternate assessments and their state academic content standards. The results indicate that alternate assessments are aligned to academic content standards, but alternate assessments only capture a narrow range and depth of the content standards. Recommendations for using alignment procedures to address critical elements in Title I as amended by NCLB are discussed.
Full Citation: Flowers, C., Browder, D., & Ahlgrim-Delzell, L. (2006, Winter). An analysis of three states' alignment between language arts and mathematics standards and alternate assessments. Exceptional Children, 72(2), 201-215.
Selected Reviewer Comments: "Excellent research to share with SEA staff involved with development and evaluation of current state alternative assessments." "I would call this a must read for all states." "This was one of the best journal articles that I have read on this or any other education subject. The research questions are well laid out and followed precisely. Methods were excellent. This has the highest possible application to state accountability programs for students with severe disabilities."
High stakes testing: Issues, implications, and remedies for english language learners
Author/Provider: Solórzano, R. W. / Review of Educational Research
Resource Type: Knowledge
Cost: Free
Length: 71 pages
Website: http://rer.sagepub.com/cgi/reprint/78/2/260
Resource Summary: This article discusses the issues and implications of high stakes tests on English language learners (ELLs). As ELLs are being included in all high stakes assessments tied to accountability efforts (e.g., No Child Left Behind), it is crucial that issues related to the tests be critically evaluated relative to their use. In this case, academic achievement tests are analyzed relative to their norming samples and validity to determine their usefulness to ELLs. Also, commonly used language proficiency tests are examined relative to definitions of proficiency, technical quality, alignment with criteria for language classification and reclassification, and their academic predictive validity. Based on the synthesis of the literature, the author concludes that high stakes tests as currently constructed are inappropriate for ELLs, and most disturbing is their continued use for high stakes decisions that have adverse consequences. The author provides recommendations for addressing the issues related to high stakes tests and ELLs.
Full Citation: Solórzano, R. W. (2008, June). High stakes testing: Issues, implications, and remedies for English language learners. Review of Educational Research, 78(2), 260-329.
Selected Reviewer Comments: "It provides important points for consideration and discussion relative to assessment reliability and validity for special populations and accountability systems as a whole."
A validity framework for evaluating the technical quality of alternate assessments
Author/Provider: Marion, S. F. & Pellegrino, J. W. / Educational Measurement: Issues and Practice
Resource Type: Knowledge
Cost: Free
Length: 11 pages
Website: http://www3.interscience.wiley.com/cgi-bin/fulltext/118588227/PDFSTART (PDF)
Resource Summary: This article presents findings from two projects designed to improve evaluations of technical quality of alternate assessments for students with the most significant cognitive disabilities. The authors argue that assessment technical documents should allow for the evaluation of the construct validity of the alternate assessments following the traditions of Cronbach (1971), Messick (1989, 1995), Linn, Baker, and Dunbar (1991), and Shepard (1993). The projects used the work of Knowing What Students Know (Pellegrino, Chudowsky, & Glaser, 2001) to structure and focus the collection and evaluation of assessment information. The heuristic of the assessment triangle (Pellegrino et al., 2001) was particularly useful in emphasizing that the validity evaluation needs to consider the logical connections among the characteristics of the students tested and how they develop domain proficiency (the cognition vertex), the nature of the assessment (the observation vertex), and the ways in which the assessment results are interpreted (the interpretation vertex). This project has shown that in addition to designing more valid assessments, the growing body of knowledge about the psychology of achievement testing can be useful for structuring evaluations of technical quality.
Full Citation: Marion, S. F. & Pellegrino, J. W. (2006, Winter). A validity framework for evaluating the technical quality of alternate assessments. Educational Measurement: Issues and Practice, 25(4), 47-57.
Selected Reviewer Comments: "This resource would be most beneficial for those involved with design and evaluation of state alternative assessments and assessment systems." "Technical in nature, it presents a validity framework and provides an outline of elements to consider in the technical documentation and validity evaluation for alternative assessments."
Case Study of the Influences on Alternate Assessment Outcomes for Students with Disabilities
Author/Provider: Karvonen, M., Flowers, C., Browder, D.M., Wakeman, S.Y., & Algozzine, B. Education & Training in Developmental Disabilities
Resource Type: Knowledge
Cost: Free
Length: 16 pages
Website: Download the PDF.
Resource Summary: The purpose of this year-long, collective case study was to investigate what influences contributed to alternate assessment outcomes for students with significant disabilities. This study of seven students and teachers in two school districts revealed seven main factors that contributed to students' scores on the state's alternate assessment, including resources, curriculum, instructional effectiveness, teacher and student characteristics, data collection and compilation, and features of the state's assessment and accountability system. Implications of this study are discussed in light of current educational reform efforts and related legislation.
Full Citation: Karvonen, M., Flowers, C., Browder, D.M., Wakeman, S.Y., & Algozzine, B. (2006). Case study of the influences on alternate assessment outcomes for students with disabilities. Education & Training in Developmental Disabilities, 41(2), 95-110.
Selected Reviewer Comments: "For those who are familiar with alternate assessments, this report presents a clear and well written case study that provides real insights about the challenges of implementation." "Highly recommend to anyone working in the field."
Language Accommodations for English Language Learners in Large-Scale Assessments: Bilingual Dictionaries and Linguistic Modification
Author/Provider: Abedi, J., Courtney, M., Mirocha, J., Leon, S., & Goldberg, J., CRESST
Resource Type: Knowledge
Cost: $8.00
Length: 77 pages
Website: http://www.cse.ucla.edu/products/reports/r666.pdf (PDF)
Resource Summary: In this study, Jamal Abedi and other researchers explore the effectiveness of bilingual dictionaries and linguistic modification on assessment measures. These common language accommodations have been thought to help lower the achievement gap amongst students with language differences.
Full Citation: Abedi, J., Courtney, M., Mirocha, J., Leon, S., & Goldberg, J. (2005). Language Accommodations for English Language Learners in Large-Scale Assessments: Bilingual Dictionaries and Linguistic Modification (CSE Report No. 666). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
Selected Reviewer Comments: "This document highlights current issues for providing accommodations for ELL students."
Progress Monitoring for Elementary Mathematics
Author/Provider: Pamela M. Stecker The Center on Instruction
Resource Type: Product or Tool
Cost: Free
Length: 68 pages
Website: http://centeroninstruction.org/files/Pam%20Stecker1.pdf (PDF)
Resource Summary: This PowerPoint, presented at the November 13-14, 2006, Math Summit: Providing Evidence-Based Practices and Implications of NCTM Focal Points, provides an overview of progress monitoring systems that can be used to track student growth in elementary mathematics.
Full Citation: Stecker, P. M. (2006, November 13). Progress Monitoring for Elementary Mathematics. Presented at the Center on Instruction Meeting: Mathematics Strand, Annapolis, MD.
Selected Reviewer Comments: "Excellent resource that will assist in assessment literacy related to progress monitoring in mathematics." "Will be very helpful in clarifying knowledge regarding different types of assessments, research base, value and limitations." "This presentation, with excellent Presenter's Manual and well cited research, is both timely and well presented and will prove to be a valuable asset in helping SEA and LEA staff working on local assessment practices build their overall assessment literacy knowledge and discrimination between different types of assessments for use to inform instructional practice." "This power point presentation and manual thoroughly reviews the concept of progress monitoring in mathematics. It is easy to follow, and includes good visual aids."
A Review of Methods and Instruments Used in State and Local School Readiness Evaluations
Author/Provider: Brown, G., Scott-Little, C., Amwake, L., & Wynn, L. Institute of Education Sciences and the Regional Educational Laboratory Southeast
Resource Type: Knowledge
Cost: Free
Length: 82 pages
Website: http://ies.ed.gov/ncee/edlabs/projects/project.asp?id=64
Resource Summary: This report provides detailed information about the methods and instruments used to evaluate school readiness initiatives, discusses important considerations in selecting instruments, and provides resources and recommendations that may be helpful to those who are designing and implementing school readiness evaluations.
Full Citation: Brown, G., Scott-Little, C., Amwake, L., & Wynn, L. (2007) A review of methods and instruments used in state and local school readiness evaluations (Issues & Answers Report, REL 2007-No. 004). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, the Regional Educational Laboratory Southeast. Retrieved from http://ies.edu.gov/ncee/edlabs.
Selected Reviewer Comments: "I believe that this could be extremely useful to those involved in assessing school readiness."
"The report provides detailed and well researched information about the scope and content of the tools used to evaluate these initiatives, and pointed recommendations for administrators and educators who design, implement and assess school readiness programs. The report also includes a thorough appendix and reference section."
Screening for Mathematics Difficulties in K-3 Students
Author/Provider: Russell Gersten, Benjamin S. Clarke and Nancy C. Jordan RG Research Group
Resource Type: Knowledge
Cost: Free
Length: 33 pages
Website: http://www.centeroninstruction.org/files/COI%20Math%20Screening.pdf (PDF)
Resource Summary: This report looks at the effectiveness of existing early screen measures and discusses the key features needed to screen kindergarten through third grade students for difficulties in mathematics.
Full Citation: Gersten, R., Clarke, B.S., & Jordan, N.C. (2007). Screening for mathematics difficulties in K-3 students. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Selected Reviewer Comments: "Excellent resource for LEAs." "Valuable summary of research studies related to mathematics diagnostic screening assessment to ascertain K-3 student difficulties in learning.î ìHigh quality document ñ very valuable to the field."
A State Guide to the Development of Universally Designed Assessments
Author/Provider: Johnstone, C.J., Altman, J., & Thurlow, M. National Center on Educational Outcomes
Resource Type: Guidance
Cost: Free
Length: 30 pages
Website: http://cehd.umn.edu/nceo/OnlinePubs/StateGuideUD/UDmanual.pdf (PDF)
Resource Summary: Universal design for assessments is an approach to educational assessment based on principles of accessibility for a wide variety of end users. Elements of universal design include inclusive test population; precisely defined constructs; accessible, non-biased items; tests that are amenable to accommodations; simple, clear and intuitive instructions and procedures; maximum readability and comprehensibility; and maximum legibility. The purpose of this guide is to provide states with strategies for designing tests from the very beginning, through conceptualization and item construction, field-testing, item reviews, statewide operationalization, and evaluation. The objective is to create tests that present an accurate measure of the knowledge and skills of the diverse population of students enrolled in todayís public schools.
Full Citation: Johnstone, C.J., Altman, J., & Thurlow, M. (2006). A state guide to the development of universally designed assessments. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Selected Reviewer Comments: "Excellent resource for those requiring a better understanding of the test development process as well as universal design features."
"This would seem a must-have document for state test directors."
"A nice step by step guide for state, district or local practitioners developing tests. I think it is a useful and relevant guide with clear explanations of each step and could be very useful to the field including the states and RCCs."
State Policies Databases
Author/Provider: National Center on Educational Outcomes Disabilities
Resource Type: Product/Tools
Cost: Free
Length: Varies
Website: http://cehd.umn.edu/nceo/StatePolicies.html
Resource Summary: NCEO maintains pages that link to state policies for students with disabilities related to many special topics, including Accommodations, Graduation Requirements, Accountability (including NCLB), and more.
Full Citation: National Center on Educational Outcomes Disabilities. State Policies Databases. Retrieved April 14, 2008 from http://cehd.umn.edu/nceo/StatePolicies.html.
Selected Reviewer Comments: “This resource seems to be an essential resource for both state and school district special education experts.”
“I think this website provides a good starting point for users interested in their own state's policies as well as what other states do that may be comparable.”
A Summary of the Research on the Effects of Test Accommodations: 2005-2006
Author/Provider: Zenisky, A. L., & Sireci, S.G National Center on Educational Outcomes
Resource Type: Knowledge
Cost: Free
Length: 58 pages
Website: http://cehd.umn.edu/nceo/OnlinePubs/Tech47/TechReport47.pdf (PDF)
Resource Summary: This report provides an update on testing accommodations research, with a focus on the effect of accommodations on students with disabilities. The majority of the research included in this review sought to evaluate the comparability of test scores when assessments were administered with and without accommodations. The second most common purpose for research was to report on current accommodations practices (both in general and for populations exhibiting specific disabilities).
Full Citation: Zenisky, A. L., & Sireci, S.G. (2007). A summary of the research on the effects of test accommodations: 2005-2006 (Technical Report 47). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Selected Reviewer Comments: "I believe it would be good for information gathering."
"Valuable report focused on current research (2005-2006) relative to effects of test accommodations on student scores. This report and its informative appendices with multiple tables would be very useful to address questions related to current test accommodation practices and effect on student scores."
Promises and cautions regarding using response to intervention with english language learners
Author/Provider: Haager, D./ The Free Library
Resource Type: Knowledge
Cost: Free
Length: 6 pages
Website: The Free Library Archived Articles
Resource Summary: This article provides a commentary on issues regarding the use of response to intervention (RTI) with English language learners (ELLs). The commentary draws on current literature on reading instruction, ELLs, RTI, and students with learning disabilities and highlights key points from the articles in this special issue. The discussion includes future directions for research.
Full Citation: Haager, D. (2007, June 22). Promises and cautions regarding using response to intervention with English language learners. The Free Library (2007). Retrieved August 1, 2008.
Selected Reviewer Comments: “This is a valuable article for anyone working in the field of RTI with English Language Learners.” “Provides good background information, raises important issues, and stimulates thinking on an important topic.”
Practical guidelines for the education of english language learners: Research-based recommendations for the use of accommodations in large-scale assessments
Author/Provider: Francis, D., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H./RMC Research Corporation, Center on Instruction
Resource Type: Knowledge
Cost: Free
Length: 64 pages
Website: http://www.centeroninstruction.org/files/ELL3-Assessments.pdf (PDF)
Resource Summary: This book, released in October 2006, is the third in a series of three Practical Guidelines for the Education of English Language Learners. NCLB has increased awareness of the academic needs and achievement of ELLs as schools, districts, and states are held accountable for teaching English and content knowledge to ELLs. ELLs present a unique set of challenges to educators because of the central role played by academic language proficiency in the acquisition and assessment of content-area knowledge. This document focuses particularly on research-based recommendations on the use of accommodations to increase the valid participation of ELLs in large-scale assessments.
Full Citation: Francis, D., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical guidelines for the education of english language learners: Research-based recommendations for the use of accommodations in large-scale assessments. (Under cooperative agreement grant S283B050034 for U.S. Department of Education). Portsmouth, NH: RMC Research Corporation, Center on Instruction. Retrieved August 1, 2008.
Selected Reviewer Comments: “Valuable in its overview on inclusion of ELLs in large-scale assessments, background information on accommodations and recommendations and conclusions for the use of accommodations in order to increase the valid participation of ELLs in state assessments.”
Assessment in early childhood: Instruction-focused strategies to support response-to-intervention framework
Author/Provider: Snyder, P. A., Wixson, C. S., Talapatra, D., & Roach, A. T. / Assessment for Effective Intervention
Resource Type: Knowledge
Cost: Free
Length: 10 pages
Website: http://aei.sagepub.com/cgi/content/abstract/34/1/25 (PDF)
Resource Summary: The current emphasis on alignment of early learning guidelines, assessment, curricular practices, and accountability in early education and care systems has provided an opportunity to revisit and refine early childhood assessment practices. Practitioners, researchers, and policy makers are increasingly interested in developing instruction-focused assessment strategies that have instructional and intervention validity. In particular, progress is being made in the development and validation of universal screening assessments and progress-monitoring methods that can support the application of response-to-intervention models in early childhood settings. This article provides a brief review of select assessment tools in early childhood that demonstrate instructional validity. The authors suggest future directions for strengthening the instructional and intervention validity of early childhood assessments in the context of response-to-intervention frameworks.
Full Citation: Snyder, P. A., Wixson, C. S., Talapatra, D., & Roach, A. T. (2008). Assessment in early childhood: Instruction-focused strategies to support response-to-intervention frameworks. Assessment for Effective Intervention, 34, 25-34.
Selected Reviewer Comments: "Well articulated, developed, and met goals." "References were plentiful, high quality, and useful." "This article synthesizes important and relevant information relative to the use and development of assessments to recognize, respond and monitor learning and children who are at risk in the preschool years.” “Good review of measures that might help to support an assessment system for this group." "Valuable resource discussion on assessment types and trend for early childhood education."
Do proper accommodation assignments make a difference? Examining the impact of improved decision making on scores for English language learners
Author/Provider: Kopriva, R., Emick, J., Hipolito-Delgado, C. P., & Cameron, C. A. / Educational Measurement: Issues and Practice
Resource Type: Knowledge
Cost: $38.89 plus tax
Length: 10 pages
Website: http://www3.interscience.wiley.com/cgi-bin/fulltext/118495122/PDFSTART (PDF)
Resource Summary: Does it matter if students are appropriately assigned to test accommodations? Using a randomized method, this study found that individual students assigned accommodations keyed to their particular needs were significantly more efficacious for English language learners (ELLs) and that little difference was reported between students receiving incomplete or not recommended accommodations and no accommodations whatsoever. A sample of third and fourth grade ELLs in South Carolina (N = 272) were randomly assigned to various types of test accommodations on a mathematics assessment. Results indicated that those students who received the appropriate test accommodations, as recommended by a version of a computerized accommodation taxonomy for ELLs (the selection taxonomy for English language learners accommodations; STELLA), had significantly higher test scores than ELLs who received no accommodations or those who received incomplete or not recommended accommodation packages. Additionally, students who were given no test accommodations scored no differently than those students that received accommodation packages that were incomplete or not recommended, given the students' particular needs and challenges. These findings are important in light of research and anecdotal reports that suggest a general lack of systematicity in the current system of assigning accommodations and a tendency to give all available accommodations regardless of individual child characteristics. The results also have important implications for how future accommodation research should be structured to determine the benefits of particular accommodations and accommodation packages. This study would suggest that control and treatment groups should be assembled based on specific student needs in order for direct comparisons to be made.
Full Citation: Kopriva, R., Emick, J., Hipolito-Delgado, C. P., & Cameron, C. A. (2007, Fall). Do proper accommodation assignments make a difference? Examining the impact of improved decision making on scores for English language learners. Educational Measurement: Issues and Practice, 26(3), 11-20.
Selected Reviewer Comments: "Will be useful to future RTI research and practice." "This is an excellent piece of research."
Other Resources
Links, products, or information not reviewed by the AACC that may still be useful to regional centers and states.
National Dissemination Center for Children with Disabilities (NICHCY)
Funded by the U.S. Dept of Education, Office of Special Education Programs, NICHCY is a central source of information about students, infants, and toddlers with disabilities. The following pages may be of special interest:- No Child Left Behind as it relates to children with disabilities.
http://www.nichcy.org/resources/nclb.asp - General NICHCY Index including links to assessment and accommodations in testing.
http://www.nichcy.org/resources/default.asp - General NICHCY information linking to research-based information on effective educational practices.
http://www.nichcy.org/index.html
- No Child Left Behind as it relates to children with disabilities.
AACC Sponsored ELL Assessment & Accountability Forum
WestEd and its Assessment and Accountability Comprehensive Center (AACC) sponsored a major education forum: Assessment and Accountability for the Achievement of English Language Learners
February 3, 2010
Hyatt Regency, Washington DC
