ERIC ED420933: Assessment: A Key Component of Education Reform. PEER Information Brief.

10 Pages·1998·0.19 MB·English

by  ERIC

DOCUMENT RESUME
EC 306 478
ED 420 933
Thurlow, Martha L.
AUTHOR
Assessment: A Key Component of Education. Reform. PEER
TITLE
Information Brief.
Federation for Children with Special Needs, Boston, MA.
INSTITUTION
Special Education Programs (ED/OSERS), Washington, DC.
SPONS AGENCY
1998-00-00
PUB DATE
NOTE
9.13.
HO29K50208
CONTRACT
Parents Engaged in Education Reform (PEER), Federation for
AVAILABLE FROM
Children with Special Needs, 95 Berkeley Street, Suite 104,
Boston, MA 02116; telephone/TTY: 617-482-2915; fax:
617-695-2939; e-mail: [email protected]; World Wide Web:
http://www.fcsn.orgipeer
Information Analyses (070)
Non-Classroom (055)
PUB TYPE Guides
MF01/PC01 Plus Postage.
EDRS PRICE
Accountability; *Compliance (Legal); *Disabilities;
DESCRIPTORS
*Educational Assessment; Educational Change; Educational
Legislation; Elementary Secondary Education; Evaluation
Methods; Federal Legislation; Inclusive Schools;
Individualized Education Programs; Outcomes of Education;
*Special Needs Students; *Student Evaluation
*Alternative Assessment; *Individuals with Disabilities
IDENTIFIERS
Education Act Amend
ABSTRACT
This guide for parents explains implications of the 1997
amendments to the Individuals with Disabilities Education Act, which requires
the participation of students with disabilities in statewide and districtwide
assessments, leading to greater accountability by the educational system for
educational results for all students. The guide notes that prior to this
change, about 50 percent of students with disabilities were excluded from
various assessments and urges their inclusion at three stages of the
assessment process: development of the assessment measure, administration of
the assessment, and reporting of assessment results. Briefly addressed are
assessment accommodations in presentation, response, setting, and
timing/scheduling. Parents are urged to monitor how students with
disabilities are considered in regard to instrument development, instrument
administration, partial participation, alternate assessment, the monitoring
system, and the reporting of results. Specific requirements of an individual
student's Individualized Education Program concerning assessment are also
noted. (Contains 10 suggested resources.)
(DB)
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Reproductions supplied by EDRS are the best that can be made
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from the original document.
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PEER INFORMATION BRIEF
Assessment:
U.S. DEPARTMENT OF EDUCATION
Once of Educational Research and improvement
RESOURCES INFORMATION
EDUCATI
CENTER (ERIC)
his document has been reproduced as
A Key Component
received from the person or organization
originating it.
CI Minor changes have been made to improve
reproduction Quality.
of Education Reform
a Points of view or opinions stated in thisdocu-
ment do not necessarily represent official
OERI Position or policy
by Martha L Thurlow, Ph.D.
40101 150
Associate Director, National Center on Educational Outcomes
groups of students are tested in a
Introduction
relatively short period of time and
under uniform conditions so that
Assessment is a key component of
results can be compared across groups
special education and education
of students. You may recall taking
reform. Children are assessed
these kinds of tests when you were
individually to determine their
in school.
eligibility for special education
services and to ascertain learning
In the past, large-scale assessments
needs. Education reform initiatives
were not always considered important
usually rely on large-scale standards-
it
for students with disabilities
student progress
based assessments
was assumed that special education
is measured relative to a set of state,
assessments provided sufficient data
district, or national standards. Thus,
on how well students were doing in
what students know and are able to
school. Typically, however, special
do is compared to standards of
education assessments have not
knowledge and skills, rather than to
provided information on what
the performance of other students.
students know and can do relative to
local and state standards.
Assessments used for education
reform often are referred to as
a
Today's tests probably are different
statewide or district-wide assessments
from the ones that you took. In
because they are designed to measure
addition to typical multiple-choice
the status of the education system for
tests, alternative assessments are
all students. They may also be called
being used. Many of these alternative
large-scale assessments because large
Parents Engaged in Education Reform, a project of
PEER
the Federation for Children with Special Needs, Boston, MA
2
forms of assessment require students
Accountability is a more encompassing
to provide written responses, and
term than assessment. It can include
often the responses are expected
more than the collection of data from
to be several paragraphs long.
tests, record reviews, and other
The assessments may also be
performance assessments. A system is
performance-based assessments
accountable for all students when it
assessments that take a varie
makes sure that all students count (or
of forms including: essays,
participate) in the evaluation program
problem-solving items, science
of the education system. Counting all
experiments, production of art work,
students does not mean that all students
and portfolios of student work and
take the same test. Rather, it means that
computer simulations.
all students' learning and progress are
accounted for and included when
The 1997 amendments to the Individuals
reporting on the education system.
with Disabilities Education Act (IDEA)
require the participation of students
Have Students with
with disabilities in statewide and district-
Disabilities Been
wide assessments, regardless of the
Included in Assessment
format of the assessments. This addition
to the law means that the education
and Accountability
system must be accountable for the
Systems?
results of education for all students.
Studies show that students with
What is Results-Based
disabilities have been excluded to an
unreasonable extent from large-scale
Accountability?
PEER
assessment programs and from results-
Parents Engaged in
Standards-based assessments often are
Education Reform
based accountability systems. About 50%
part of a larger accountability system
of students with disabilities have been
is a project of the
Federation for
a system that holds an individual or
excluded from various assessments at the
Children with
group responsible for student learning.
national, state, and local levels. But the
Special Needs
Results-based accountability is different
exclusion rates vary from 0% to 100%.
95 Berkeley Street
from the compliance-based accountability
Suite 104
And, these are only estimates. Most
Boston, MA 02116
of special education. Both approaches to
states and districts have a difficult time
Web:
accountability can be used at the same
saying exactly how many students with
www.fcsn.org/peer
time. Results-based accountability
disabilities participated in their large-
Email:
looks at the important question, "Is the
scale assessments.
[email protected]
student learning?" Compliance-based
Voice/TTY:
[phone]
accountability asks the question, "Is the
With the passage of the 1997
student receiving the services written on
Fax:
amendments to IDEA, exclusion of
[phone]
his or her IEP?"
students with disabilities from state and
3
PEER INFORMATION BRIEF
In the mid 1990s, the National Center
district-wide assessments is no longer
on Educational Outcomes (NCEO)
acceptable. IDEA now requires that
identified three points in the assessment
students with disabilities be included
process where exclusion of students
in assessment programs. Specifically,
often occurs. In each of these three
students with disabilities are expected to
phases of the assessment process,
participate in state and district-wide
substantial changes are required:
assessments, using accommodations
1. development of the assessment,
where appropriate, and their scores are
2. administration of the assessment, and
to be reported in the same ways that the
3. reporting results of the assessment.
scores of other students are reported. To
ensure that all students with disabilities
1. At the time of development
are included, alternate assessments are to
be developed for the small percentage of
Students with disabilities often are not
students unable to participate in regular
considered when items are developed,
state and district-wide assessments.
and they are not included when
There should be no exclusion of students
assessments are field-tested. As a result,
with disabilities from state and district-
assessments may not have appropriate
wide assessment programs.
items for students with disabilities.
Frequently, there are insufficient
Why be concerned about the exclusion
test items to accommodate the
of students with disabilities from assess-
diversity and range of skills of
ments and accountability systems?
students with disabilities.
individuals
Out of sight is out of mind
2. During administration
excluded from assessments are not likely
to be considered in policy decisions that
A second point of exclusion occurs
affect all students. Students with
during the administration of the assess-
disabilities must be considered and
ment. This is the kind of exclusion most
included in the assessment of what
people know about. Low expectations,
students know and can do. To under-
totally separate curricula, and lack of
stand whether education is working for
needed accommodations have led
students with disabilities, inclusion in
schools to exempt students. To protect
assessments and accountability systems
students with disabilities from having
is critical. Major changes in policies and
to "suffer" through a test they may
practices are needed to ensure that all
fail, parents have been encouraged to
students with disabilities are included
keep students home, or students have
in state and district-wide assessments.
been pulled out of the classroom to
Implementing the new IDEA
watch a movie, or go on a field trip
requirements appropriately will require
when the state or district-wide
significant effort on the part of parents,
assessment is given.
educators, students, test-designers,
policy makers, and others.
4
PEER INFORMATION BRIEF
other hand, states and districts sometimes
There are many reasons for exclusion
are unable to separate the scores of
that occurs at the point of
students with disabilities from those of
administration. Among the
other students. When this is the case,
most common are:
it is difficult to hold schools accountable
Written
guidelines that are
for the achievement of students with
exclusionary or vague
disabilities.
Restrictions on accommodations
What Are Assessment
Altruistic, yet misguided,
concerns about possible negative
Accommodations?
effects of tests on students with
disabilities
Assessment accommodations are
changes in how the assessment is
Incentives created by the
assumption that students with
presented, where it is presented, the
disabilities will perform poorly
timing or scheduling of the assessment,
and the desire to have a school or
and how the student can respond. States
state look good in comparison to
and districts use a number of terms to
other schools or states
refer to the concept of accommodation.
Frequently used terms include:
3. When reporting results
adaptation, modification, and alteration.
A third point of exclusion occurs
It is important to find out how these
when the reports of results are prepared.
terms are used in a particular location.
Often, the scores of students with
The use of accommodations during
disabilities are omitted. Scores are
assessments is probably the most
omitted in some cases, due to a concern
controversial aspect of the participation
that the performance of students with
of students with disabilities in
disabilities will negatively impact the
large-scale assessments.
overall results of the assessment. On the
Common Testing Accommodations
Presentation
Setting
In study hall; with small group;
Braille; oral reading; signing of
at home with appropriate
directions; interpretation of
supervision; in special educa-
directions
tion class
Response
Timing/scheduling
Mark response in booklet;
use template for responding;
extended time; more breaks;
point to response; use word
sessions extended over
processor;
several days
scribe
5
0
PEER INFORMATION BRIEF
There are a number of technical and
assessment, find out what is currently
implementation issues related to the use
being developed to account for student
of accommodations and their effect on
learning. In either case, check to see how
test scores. These issues require additional
students with disabilities are considered
research and negotiation to help create a
in the guidelines or the development of
fully inclusive assessment system.
the assessment and policies. Use the
However, by law, students with
following checklist to guide your efforts:
disabilities must now be included in
Instrument Development
assessments with appropriate
accommodations.
Find out whether individuals knowledge-
able about disabilities are involved in the
An Action Plan for
development of test items or new
assessments, and whether students
Assessment: What Needs
with disabilities are included when
to Happen3
assessments are field tested. Field testing
helps identify problems and the need for
In less than a decade, there has been a
more varied items. Test items can be
dramatic increase in the amount of
dropped, modified, or added during
attention that our nation pays to
this phase to allow more students
assessments given both in and outside
to participate.
of the classroom. Assessment and
accountability have moved to the
Instrument Administration
forefront of reform efforts and now IDEA
Check to determine whether students
requires that students with disabilities be
with disabilities are participating in the
included fully in these efforts. Building a
assessment. When sampling procedures
system that is accountable for all students
are used for a new assessment, the
should be the goal of our education
sample must be representative of all
system. If we begin our planning and
students.
development of assessments with this end
in mind, then we can proactively address
Partial Participation
the issues of accountability for the
Even though a student may not be able
learning of all students.
to take all parts of an assessment, the
student should be included in those parts
General Actions Steps
in which participation is possible.
Be in the know. Find out what your
state or district is doing in the assessment
Alternate Assessment
arena. Does your state have a statewide
For a small percentage of students with
assessment? Is there a district assessment?
disabilities, it may be necessary to have an
Secure copies of participation, accommo-
alternate assessment. These assessments
dation, and reporting guidelines. If your
are for students with severe disabilities
state does not have a statewide or district
6
PEER INFORMATION BRIEF
scores of students with disabilities are
who need a totally different test to
only reported separately, the achievement
demonstrate what they know and are
-4111111111111111\
of students with disabilities is likely to
able to do. Check to see whether an
be considered as less important when
alternate assessment is available or
evaluating school performance.
being developed in addition to the
regular assessment. The 1997
amendments to IDEA require states
In addition, school, district, and
with state and district
statewide summaries must also report the
assessment programs to conduct
performance of children with disabilities
alternate assessments beginning July 1,
separately from the scores of students
2000, for students who need them.
without disabilities ("disaggregated"
scores) to allow analysis of student
A Monitoring System
performance and identification of
specific trends. The number of students
It is important for assessment systems to
with disabilities taking regular state or
monitor adherence to the assessment
district assessments must be reported, as
guidelines. Find out whether your state
well as the number of students taking
and district-wide assessment systems
alternate assessments. If a student is
include mechanisms to:
excluded from regular testing for any
Check that students receive reason, find out what the procedure is for
the
appropriate assessment
including their alternate test results in
(regular or alternate).
testing reports. For example, Kentucky
Verify that appropriate
assigns the scores of all students to their
accommodations are provided
neighborhood schools, regardless of the
during the assessment.
school they actually attend.
Remove incentives for exclusion from
the regular assessment. Some states have
Individual IEP Action Steps
this by assigning the lowest
achieved
With the IDEA Amendments of 1997,
possible proficiency level score to all
IEPs must now address a student's
excluded students when determining
participation in state and district-wide
school, district, and statewide scores.
assessment. During the IEP process,
attention needs to be given to
Reporting of Results
(a) the goals of instruction, which must be
The IDEA Amendments of 1997 require
linked to the general education curriculum,
states and districts to report the scores of
(b) the kinds of instructional accommoda-
students with disabilities in two ways.
tions used in the classroom, and
First, school, district, and statewide
(c) the accommodations needed to enable
summaries must report the scores of all
participation in assessments.
students with disabilities together with the
The following issues and questions
scores of all other students ("aggregated"
should be addressed during the IEP
scores). This is important because if the
development process:
O
7
Ire
PEER INFORMATION BRIEF
imperative, therefore, that all students,
Identify the goals of the student's
instruction. With the IDEA
including students with disabilities,
Amendments of 1997, the IEP
participate in these assessment and
must address the student's
accountability systems. Participation
participation in the general
will help ensure that American schools
curriculum.
address the learning needs of the diverse
What kinds of instructional
student population.
supports, services, and
accommodations are indicated
on the IEP? Are these accommo-
Resources
dations appropriate given the
student's strengths, weaknesses,
Alternate Assessments for Students with
and educational goals?
Disabilities. NCEO Policy Directions Number 5
What kind of accommodations,
by M. Thurlow, K. Olsen, J. Elliott, J. Ysseldyke,
if any, are necessary for the
R. Erickson, & E. Ahearn (1996) at the National
student to participate in state
Center on Educational Outcomes, University of
or district assessments? Arg the
Minnesota.
accommodations used during
classroom instruction the same as
Assessment Guidelines that Maximize the
those provided during tests?
Participation of Students with Disabilities
If not, why not? Accommodations
in Large-Scale Assessments:
usually should not be introduced
Characteristics and Considerations.
for the first time during an
A report authored by J. Elliott,
assessment. They should be
M. Thurlow, and J. Ysseldyke
part of the student's ongoing
(1996, Synthesis Report 25) at the
instruction.
National Center on Educational Outcomes,
University of Minnesota.
If a student is being considered
for an alternate assessment,
Increasing the Participation of Students with
consider whether further
Disabilities in State and District Assessments.
accommodations or adaptations
NCEO Policy Directions Number 6 by
would increase the likelihood
M. Thurlow, J. Ysseldyke, R. Erickson, and
of participation in the regular
J. Elliott (1997) at the National Center on
assessment.
Educational Outcomes, University of Minnesota.
Making Decisions About the Inclusion of
Some Final Words
Students with Disabilities in Large-Scale
Assessments. A report authored by
Increasingly, states are expected to
J. Ysseldyke, M. Thurlow, K. McGrew, and M.
implement systems of education that
Vanderwood (1994, Synthesis Report 13) at the
emphasize higher standards and
National Center on Educational Outcomes,
accountability for all students. State
University of Minnesota.
assessments are being revised in response
Outcomes Assessment for Students with
to changes in the law, public challenges,
Disabilities: Will it be Accountability or
and national initiatives. Assessment
Continued Failure? An article authored by
results help policymakers make decisions
M. McLaughlin and S. Hopfengardner-Warren
appearing in Preventing School Failure
to improve education programs. It is
(1992, vol 36, issue 4, pp. 29-33).
8
PEER INFORMATION BRIEF
Providing Accommodations for Students with
Disabilities in State and District Assessments.
For more information,
An NCEO Policy Directions Number 7
please contact:
by J. Elliott, J. Ysseldyke, M. Thurlow, and
R. Erickson (1997) at the National Center on
National Center on
Educational Outcomes, University of Minnesota.
Educational Outcomes
University of Minnesota
Recommendations for Making Decisions About
350 Elliott Hall
the Participation of Students with Disabilities
75 East River Road
in Statewide Assessment Programs. A report
Minneapolis, MN 55455
authored by J. Ysseldyke, M. Thurlow,
612 / 624-8561
K. McGrew, and J. Shriner (1994, Synthesis
Fax 612 / 624-0878
www.coled.ummedu/nceo
Report 15) at the National Center on Educational
or
Outcomes, University of Minnesota.
Parents Engaged in
Reporting the Results of Students with
Education Reform
Disabilities in State and District Assessments.
(PEER)
NCEO Policy Directions Number 8 by
95 Berkeley Street, Suite 104
R. Erickson, J. Ysseldyke, M. Thurlow, and
Boston, MA 02116
J. Elliott at the National Center on Educational
617 / 482-2915 (Voice/TTY)
Outcomes, University of Minnesota.
Fax 617 / 695-2939
www.fcsn.org/peer
Testing Accommodations for Students with
Disabilities. A report authored by W. King,
J. Baker, and J. Jarrow (no date) at the
1998 Federation for Children with
Association on Higher Education and Disability,
Special Needs, Boston, MA
University of Ohio.
Testing Students with Disabilities: Practical
Strategies for Complying with District and State
Requirements. A book by M. Thurlow,
J. Elliott, and J. Ysseldyke (1998), published by
Corwin Press, Inc. (Thousand Oaks, CA).
9
O
ERIC
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement (OERI)
Educational Resources information Center (ERIC)
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