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| 100 |
1 |
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|a Braden, Jeffery P.
|0 http://id.loc.gov/authorities/names/n94000447
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| 245 |
1 |
0 |
|a Secondary School Reform, Inclusion, and Authentic Assessment. Research Institute on Secondary Education Reform (RISER) for Youth with Disabilities Brief /
|c Jeffery P. Braden, Jennifer L. Schroeder and Jacquelyn A. Buckley.
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| 260 |
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 2001.
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| 300 |
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|a 13 pages
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a microform
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|a Availability: RISER, University of Madison-Wisconsin, 1025 West Johnson Street, Suite 461, Madison, WI 53706. For full text: http://www.wcer.wisc.edu/riser/briefs.html.
|5 ericd
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| 500 |
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|a Sponsoring Agency: Special Education Programs (edition/OSERS), Washington, DC.
|5 ericd
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|a Contract Number: H158J970001.
|5 ericd
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|a The Research Institute on Secondary Education Reform for Youth with Disabilities (RISER) has identified Schools of Authentic and Inclusive Learning (SAIL) to explore whether and how secondary students with disabilities are included in secondary education reform. In this brief, the literature describing the intersection of reform, inclusion, and assessment is reviewed. Each of these concepts is defined from SAIL's perspective and implementation for secondary education is explored. It is argued that if students with disabilities must be included in assessments to be counted in education reforms, educators must have a conceptual framework for promoting inclusion and authenticity. A framework for reform, inclusion, and authentic assessment is suggested that addresses assessment accommodation parameters, assessment invalidity, and disability assessment rights. The brief lists principles for implementing the assessment accommodations framework, including: (1) students should not receive accommodations unless they are needed; (2) accommodation decisions presume target and access skills are clearly identified; (3) accommodations should address access not target, skills; (4) target skill complexity should be modified when access is insufficient to allow for reasonable assessment of skills; and (5) assessments should retain authenticity, even if they are modified to a simpler skill level. (Contains 25 references.) (CR)
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| 533 |
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|a Microfiche.
|b [Washington D.C.]:
|c ERIC Clearinghouse
|e microfiches : positive.
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| 500 |
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|a Microform.
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| 650 |
0 |
7 |
|a Academic Accommodations (Disabilities)
|2 ericd
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| 650 |
0 |
7 |
|a Academic Achievement.
|2 ericd
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| 650 |
1 |
7 |
|a Disabilities.
|2 ericd
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1 |
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|a Educational Assessment.
|2 ericd
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| 650 |
1 |
7 |
|a Educational Improvement.
|2 ericd
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| 650 |
0 |
7 |
|a Educational Innovation.
|2 ericd
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| 650 |
1 |
7 |
|a Educational Practices.
|2 ericd
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| 650 |
0 |
7 |
|a Evaluation Methods.
|2 ericd
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| 650 |
1 |
7 |
|a Inclusive Schools.
|2 ericd
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| 650 |
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7 |
|a Policy Formation.
|2 ericd
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| 650 |
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7 |
|a Program Design.
|2 ericd
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| 650 |
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7 |
|a Program Implementation.
|2 ericd
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| 650 |
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7 |
|a Secondary Education.
|2 ericd
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|a Special Education.
|2 ericd
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| 650 |
0 |
7 |
|a Student Evaluation.
|2 ericd
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| 650 |
1 |
7 |
|a Testing Accommodations.
|2 ericd
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| 653 |
1 |
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|a Authentic Learning
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| 655 |
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7 |
|a Guides, Non-Classroom.
|2 ericd
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| 655 |
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7 |
|a Information Analyses.
|2 ericd
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| 700 |
1 |
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|a Schroeder, Jennifer L.,
|e author.
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| 700 |
1 |
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|a Buckley, Jacquelyn A.,
|e author.
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| 710 |
2 |
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|a Wisconsin Center for Education Research.
|0 http://id.loc.gov/authorities/names/n82226705
|
| 907 |
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