Titlebook: Handbook of Accessible Achievement Tests for All Students; Bridging the Gaps Be Stephen N. Elliott,Ryan J. Kettler,Alexander Kurz Book 2011

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Effects of Modification Packages to Improve Test and Item Accessibility: Less Is Moreernate assessment based on modified academic achievement standards (AA-MAS), a version of the general assessment test that has been modified to increase the validity of test score inferences for students identified with a disability. The AA-MAS policy is intended to help those students with disabili

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Computerized Tests Sensitive to Individual Needs dramatically over the last three decades. In 1983, schools had, on average, only one computer for every 125 students. Today, that ratio has dropped to one computer for every 3.8 students and nearly every school across the nation has a high-speed Internet connection (Bausel, 2008). In addition, an i

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https://doi.org/10.1007/978-1-4612-2518-8ere the test questions covered content that we had not been taught. Many of us also have had testing experiences where the test items seemed “tricky” or poorly written, thus making it difficult to show what we had learned about the content the test was intended to measure. In both types of testing s

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RIAA Transfer/Anti-RIAA Transfer and 9. While Australian legislation and policies are designed to support inclusive assessments for all, it is evident that in practice this is not the case. This chapter provides information about Australian legislation and ensuing policies, how they interact with national achievement testing in Au

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