Standards and Assessment Approaches for Students With Disabilities Using a Validity Argument

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The purpose of this paper is to illustrate the validation process for large-scale assessments using the standards-based assessments of two states while minimizing construct-irrelevant variance or construct underrepresentation. The term "construct-irrelevant variance," as it applies to standards-based assessments, means that the test measures too many variables, many of which are irrelevant to the content standards. The term "construct underrepresentation" indicates that the tasks that are measured in the assessment fail to include important dimensions or facets of the content standards. This process emphasizes the decision-making process used to design an assessment and the collection of evidence, both procedural and empirical, to evaluate not just an outcome, but also all of the assumptions and decisions made in creating and administering assessments, and scoring students’ performance on specific tasks (items). Less

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    Grade: PS/Pre-K to 12

    Topics: Special Education

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