[Alternate Assessment in Special Education]

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Acknowledgement

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

Declaration

I [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

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Abstract

In this study, we try to explore the concept of Alternate Assessment. in a holistic context. The focus of the research is on Alternate Assessment and its relation with Special Education. The research also analyzes many aspects of Alternate Assessment and tries to gauge its effect on Special Education. Finally, the research describes various factors, which are responsible for topic, and tries to describe the overall effect of Alternate Assessment on Special Education (Prewett, 1994).

Table of Contents

Acknowledgement2

Declaration3

Abstract4

1. Introduction1

A. Discuss The use of Assessment In Education In General, and The Emphasis on High Stakes Testing2

B. Discuss The Pitfalls and Disadvantages of HighStakes Testing4

C. Zero In on The use of Alternate Assessment In Educational Decisions5

2. Discuss Some Common Practices of Alternate Assessment That Are Detrimental To Students' Academic Progress6

A. Teachers Doing The Work Instead of Students7

B. Setting Expectations Too Low For Students8

3. A. The Thesis Statement10

I. How Was Alternate Assessment Being Used In Three Selected (Random and Anonymous In Brooklyn, Ny) Classrooms?11

What Are Some Common Practices In Its Implementation?12

Is The Alternate Assessment Being Observed Valid and Reliable?13

Ii. Does The Alternate Assessment Address Students' Academic Needs?2

Does It Reflect The Performance Standards of The Curriculum?2

Iii. If So, How Can Alternate Assessment Be Used To Foster Academic Successes In Students?4

Creating Reliable and Valid Alternate Assessments5

Defining Proficient Performance (Setting Standards)10

Introduction

The No Child Left behind Act of 2001 was the aboriginal federal Act to crave including all students in State and commune accountability systems. In 2003 the U.S. Department of Education issued regulations acceptance State to advance Alternate Assessment standards for students with the a lot of cogent cognitive Disabilitiesand to awning some aftereffects from these Assessments in anniversary school, district, and State accountability formulas as continued as the amount of such inclusions did not beat 1 percent of the accumulated citizenry of students demography accepted and Alternate Assessments Statewide (U.S. Department of Education, 2003b). The Individuals with Disabilities Education Act of 2004 and U.S. Department of Education (2006b) regulations issued in August 2006 further clarified the requirements for assessing students with the a lot of cogent cognitive Disabilities. One important change was that State now bare to hotlink Alternate Assessment standards to accepted Education standards.

Many States are disturbing to analyze Alternate agreeable standards, to acquisition curricula that abode these standards while affair student needs, to locate Teachers who can apparatus the curricula, and to ensure that Alternate standards are demonstrably affiliated to accepted Education standards in accordance with expectations set by the No Child Left behind Act.

Most aswell face abundant challenges developing and implementing reliable and ...