Reform in education has turned to be one of the paramount public policy matters in the nation. As policymakers and educators race to rectify the several perceived shortcomings of an educational system through asking for more accountability, it is increasingly apparent that several reforms have not been taken into consideration with the specific needs of students and with necessary cognitive disabilities. For such students, the appliance to education accountability for alternative approaches is increasing. Consequently, there is bounded guidance from research on the subject how to properly implement alternate assessment in this regard the local educators have bounded preparation in alternate assessment practices. This paper explains some of the methods in which alternate assessment as part of standards-based education reform can affect students with important cognitive disabilities.
The new wave of education reform commencement came from the mid-1980s, when national calls for dramatic change to draw substantial public attention to the quality of schools and the requirement for educational outcomes (National Commission on Education, 1983) for intensified accountability. Ultimately, a movement calling for systemic reform of the nation's schools was inaugurated.
[...] As a result, necessary if efforts are required to develop and refine the processes for assessing students with important disabilities. These efforts should involve both educators and policy-makers at the ground level, as well as the private vendors that design and deliver assessment systems. Equally significant, the research community faces considerable challenges in both assessing the implications of these assessments as well as offering scientifically-based solutions to the challenges linked with alternate assessment. The aims of education reform are substantial and difficult. [...]
[...] Consistent with IDEA '97 requirements, Warlick and Olson's (1998) report evaluates that in all 12 states they surveyed, the IEP teams are called on to make the decisions on whether students will participate in the general education test or the alternate assessment and to document justification for this determination in the IEP. Appropriately, the tasks of specifying the criteria to be used in making these determinations are left up to the states. To date, several states have established participation guidelines. [...]
[...] The evidence reported here point to further areas for future efforts to improve the quality of alternate assessments and linked educational practices for students with important disabilities. The Teacher Education Program is made to grant a quality, academic program that emphasizes meaningful and practical learning experiences in preparing students to be innovative, informed, reflective decision-makers. Fowler, F. C. (2008). Policy studies for educational leaders Conclusion The Congress made out a laudable series of objectives when it needed that students with disabilities be fully included in state and local standards- based education reform methods. [...]
[...] A same scoring process was implemented in the 2003 administration portfolios were scored by 150 scorers approximately during a three week scoring institute using a same process as the 2002 scoring institute (Mass. Dept. of Ed, 2003). In response to the requirement to make the general curriculum accessible to all students, a resource guide was made by the Massachusetts Department of Education that includes “instructional and assessment strategies [that] provide opportunities to teach students with disabilities the same standards as general education students, and to promote greater ‘access to the general curriculum' for students with disabilities, as required by (Mass. [...]
[...] Challenges Faced by Teachers Administering Portfolio Assessment Despite the fact that the intent is an alternate assessment portfolio is assembled as much as possible with the input of the student, it is known that the students for whom the portfolio assessment is fine (for example, students with important cognitive disabilities) can be limited in their ability to grant such input. As a result, the composition of every student's portfolio is likely to be highly based on the expertise and training of the student's teacher. [...]
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