Students with significant cognitive disabilities present an assessment dilemma that centers on access and validity in large-scale testing programs. Typically, access is improved by eliminating construct-irrelevant barriers, while validity is improved, in part, through test standardization. In this article, one state's alternate assessment data…

Students with significant disabilities must participate in large-scale assessments, often using an alternate assessment judged against alternate achievement standards. The development and administration of this type of assessment must necessarily balance meaningful participation with accurate measurement. In this study, generalizability theory is…

In the following technical report, we present evidence of the technical adequacy of the easyCBM[R] math measures in grades K-2. In addition to reliability information, we present criterion-related validity evidence, both concurrent and predictive, and construct validity evidence. The results represent data gathered throughout the 2009/2010 school…

In this technical report, data are presented on the practical utility, reliability, and validity of the easyCBM[R] mathematics (2009-2010 version) measures for students in grades 3-8 within four districts in two states. Analyses include: minimum acceptable within-year growth; minimum acceptable year-end benchmark performance; internal and…

In this technical report, we document the results of a cross-validation study designed to identify optimal cut-scores for the use of the easyCBM[R] mathematics test in the state of Washington. A large sample, randomly split into two groups of roughly equal size, was used for this study. Students' performance classification on the Washington state…

This technical report presents results from a cross-validation study designed to identify optimal cut scores when using easyCBM[R] reading tests in Oregon. The cross-validation study analyzes data from the 2009-2010 academic year for easyCBM[R] reading measures. A sample of approximately 2,000 students per grade, randomly split into two groups of…

This study describes validation data for qualitative and quantitative writing measures useful with a full range of students, including special education students, in grades three through five. The study looked for consistent administration and scoring, sensitivity in differentiating groups of students, relation to other accepted assessments, and…

The purpose of this study was to develop general outcome measures (GOM) in mathematics so that teachers could focus their instruction on needed prerequisite skills. We describe in detail, the manner in which content-related evidence was established and then present a number of statistical analyses conducted to evaluate the technical adequacy of…

Four alternate versions of a 15-item general outcome measure (GOM) of mathematics conceptual understanding and applications were developed and administered to 117 eighth-graders. Results were correlated with scores on state multiple-choice mathematics achievement tests. Correlations ranged from .81 to .87 with no significant differences, offering…

Research into the technical adequacy of statewide alternate assessments is limited. In this study, the authors analyzed 2 years of data from one state's alternate assessment in written language in an attempt to validate current test score interpretations. More than 1,000 students were included in each year. Findings support the test's technical…

A series of standardized tasks was developed using the same constructs as operationalized in a state's large-scale assessment program. Student performance (n=437) was then analyzed. In reading and math, teachers (n=131) were successfully trained to administer the tasks and judge performance, providing a system with instructional and evaluative…

Seventh-grade science students (n=22) wrote prompted essays, compare-contrast essays, and traditional end-of-chapter criterion-referenced tests. Results indicated that essay tests may be highly sensitive to instructional content and prompt design, and the validity of essays as measures of content learning relates more to goals of instruction than…

This document summarizes the research on test changes to provide an empirical basis for defining accommodations for students with disabilities. It begins by providing an historical overview of special education accountability. It describes how separate special education accountability systems have evolved and summarizes information on the…

Two studies focused on concurrent validity and instructional decision making in using alternative reading measures with elementary regular and special education students. The first study examined the relation of oral reading performance to several other reading measures; the second study investigated teacher decision making, using quantitative and…

A survey of 166 regular and special-education teachers concerning allowable accommodations on statewide assessment tests found only 21% reported that they used allowed accommodations. Teachers' knowledge of allowable accommodations was low and suggests some students are unnecessarily exempted from participation. Results support preservice and…