The findings that certain tests are used in almost every situation and that various professionals employ a large number of technically inadequate measures are discussed in terms of implications for current assessment and decision-making practices. (Author)

A nationwide sample of 49 school psychologists and 30 regular education teachers provided information on assessment for the purpose of instructional planning. School psychologists listed the types of information they collected for this purpose and teachers listed the types of information they considered useful. While some indications of agreement…

Results of three separate studies were analyzed to ascertain the technical adequacy of tests used by professionals to make screening, placement/classification, instructional planning, and evaluation decisions for handicapped students. In each investigation, the frequency of usage of technically adequate instruments was addressed. The finding that…

This report is a summary of a March 1994 meeting to agree on guidelines for making inclusion and accommodation decisions concerning students with disabilities in national and state large-scale assessments. Much of the discussion at the meeting focused on the National Assessment of Educational Progress. Factors that lead to the exclusion of…

Assessment of the individual student's instructional environment is critical to comprehensive evaluation of the student's strengths and weaknesses. Through observation and interviews, the Instructional Environment Scale systematically describes the extent to which a student's academic or behavior problems are a function of factors in the…

This paper cites evidence that the word "all" in referring to the education of all children is not being used in the universal sense, and notes that actions have not matched the rhetoric about "all" students. The paper defines the terms "outcomes,""indicators," and "standards." It discusses key issues that arise in talking about outcomes for all…

The authors suggest that efforts to comply with the protection in evaluation procedures provisions of P.L. 94-142 (the Education for All Handicapped Children Act) have been characterized by attempts to identify a single fair test for use with specific groups of minority children, and that such efforts will not result in improved efforts to…

This document presents a conceptual model of educational domains and outcomes for learners in Grade 8 (or approximately 13 years of age) and possible indicators for each outcome for all students, including students with disabilities or developmental delays. In the model, educational resources (inputs and contexts) influence learning opportunity…

This document presents a model of educational outcomes for learners in grade 4 and the indicators of these outcomes for all students. This includes students identified as having disabilities or developmental delays. The document begins with a presentation of the conceptual model, with Educational Resources (Inputs and Contexts) influencing…

This report discusses alternate assessments that are to be used in accounting for the performance and progress of students with disabilities who do not participate in typical state assessments. Alternate assessments are data collection procedures used in place of the typical assessment when students cannot take standard forms of assessment. Four…

This booklet provides suggestions for possible sources of information for each of the student performance indicators listed in the National Center on Educational Outcomes' conceptual model for students in fourth grade, including students with disabilities. The model has eight outcome domains, each with several outcomes and indicators of outcomes.…

This paper defines key educational outcome terms, discusses national and international practices in the assessment of educational outcomes, describes activities of states in outcomes assessment, notes objectives of the National Center on Educational Outcomes, and delineates major considerations in the development of a comprehensive system of…

This booklet provides suggestions for possible sources of information for each of the student performance indicators listed in the National Center on Educational Outcomes' conceptual model for eighth-grade students, including students with disabilities. The model has eight outcome domains, each with several outcomes and indicators of outcomes. For…

The National Center on Educational Outcomes (NCEO) has been working with federal and state agencies to facilitate and enhance the collection and use of data on educational outcomes for students with disabilities. The purpose of this document is to present a model of: (1) early childhood outcomes at age 3, where outcomes are defined as the results…

As part of its response to the current emphasis on educational reform and accountability, the National Center on Educational Outcomes (NCEO) has been working with federal and state agencies to facilitate and enhance the collection and use of data on educational outcomes for students with disabilities. In doing so, it has taken an inclusive…