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National Center for Special Education Research


National Profile on Alternate Assessments Based on Alternate Achievement Standards:

NCSER 2009-3014
August 2009

List of Figures

A. Overview
Figure A1

Verification instrument (page 1)

Figure A2

Purposes of alternate assessment

Figure A3

Alternate assessment approaches

Figure A4

Content areas included in the alternate assessment

Figure A5

Grades assessed

Figure A6

Time frame within which the alternate assessment occurred

Figure A7

Relationship of the standards assessed by the alternate assessment to the total number of reading/language arts content standards

Figure A8

Relationship of the standards assessed by the alternate assessment to the total number of mathematics content standards

Figure A9

Alternate assessment developer

Figure A10

Administration/assembly of the alternate assessment

Figure A11

Individuals who scored the alternate assessment

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B. Alternate Achievement Standards
Figure B1

Individuals involved in creating alternate achievement standards

Figure B2

Standard-setting methodologies

Figure B4

Descriptors for achievement levels

Figure B5

Cut scores for alternate achievement levels

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C. Technical Quality
Figure C1/C2/C3/C4

Individuals involved in reviewing validity, reliability, alignment, and fairness

Figure C5

Documentation of scoring and reporting structures consistent with the subdomain structures of state content standards

Figure C6

Documentation of test and item scores related to internal or external variables as intended

Figure C7

Types of evidence provided to document test and item scores related to internal or external variables as intended

Figure C8

Documentation of purposes of the assessment

Figure C9

Types of evidence provided to document purposes and uses of the assessment

Figure C10

Documentation of assessment system’s producing intended and unintended consequences

Figure C11

Types of evidence provided to document the assessment system’s producing intended and unintended consequences

Figure C12

Documentation of measurement of construct relevance

Figure C13

Types of evidence provided to document measurement of construct relevance

Figure C14

Documentation of grade-level equating

Figure C15

Extension or clarification of state content standards

Figure C16

Mapping of extended content standards to the state content standards

Figure C17

Documentation of variability across groups

Figure C18

Types of evidence provided to document variability across groups

Figure C19

Documentation of internal consistency of item responses

Figure C20

Documentation of interrater consistency in scoring

Figure C21

Types of evidence provided to document interrater consistency in scoring

Figure C22

Documentation of conditional standard errors of measurement

Figure C23

Initial process of aligning alternate achievement standards with the state content standards

Figure C24

Ongoing procedures used to maintain and improve alignment

Figure C25

Process used to ensure fairness

Figure C26

Types of evidence provided to document ensuring fairness

Figure C27

Documentation of implementation processes

Figure C28

Types of evidence provided to document implementation processes

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D. Eligibility and Administration
Figure D1

Guidelines provided to IEP teams to apply in determining when a child’s significant cognitive disability justified an alternate assessment

Figure D2

Procedures used for informing parents of use of alternate assessment

Figure D3

Extent to which state determined content of alternate assessment

Figure D4

Monitoring and verification of the administration process

Figure D5

Procedures used in gathering performance evidence

Figure D6

Role of student work in alternate assessment

Figure D7

Extent to which assessment of student work (tasks or products) was conducted as part of the day-to-day instructional activities or “on demand”

Figure D8

Role of teacher judgment in administration of the alternate assessment

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E. Scoring and Reporting
Figure E1

Number of scorers of the alternate assessment

Figure E2

How scoring conflicts were resolved

Figure E3

Criteria used in evaluating student performance

Figure E4

Environmental criteria included in scoring the alternate assessment

Figure E5

Types of training for assessment administrators

Figure E6

Training for assessment scorers

Figure E7

Recipients of individual student reports on alternate assessment performance

Figure E8

Expression of individual student reports on alternate assessment performance

Figure E9

Provision of interpretive guidance on the alternate assessment

Figure E10

Information included in reports given to parents about student performance on the alternate assessment

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