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Consideration of What May Influence Student Outcomes on Alternate Assessment

Diane M. Browder, Kathy Fallin, Stephanie Davis and Meagan Karvonen
Education and Training in Developmental Disabilities
Vol. 38, No. 3 (September 2003), pp. 255-270
Stable URL: http://www.jstor.org/stable/23879821
Page Count: 16
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Consideration of What May Influence Student Outcomes on Alternate Assessment
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Abstract

Most states recently implemented procedures for alternate assessment for students who cannot participate in state and district-wide assessment programs. The purpose of large-scale assessments is to provide data for evaluation of students' achievement of state or local standards. Promoting achievement for students who participate in alternate assessment requires both understanding the parameters of the alternate assessment selected by the state or LEA and considering variables related to the student's individual education. This article describes the variables that may influence alternate assessment outcomes and offers recommendations for how the school team can enhance student achievement.

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