東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Comparing Two Alternate Assessments:...

Sir, Dana N.

Linked to FindBook

Google Book

Amazon

博客來

Comparing Two Alternate Assessments: Dynamic Learning Maps and Multi-State Alternate Assessment.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Comparing Two Alternate Assessments: Dynamic Learning Maps and Multi-State Alternate Assessment./
Author:	Sir, Dana N.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	87 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10685721
ISBN:	9780355505986

Comparing Two Alternate Assessments: Dynamic Learning Maps and Multi-State Alternate Assessment.
Sir, Dana N.

Comparing Two Alternate Assessments: Dynamic Learning Maps and Multi-State Alternate Assessment. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 87 p.

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ed.D.)--Seton Hall University, 2017.

In 2001 under No Child Left Behind, states were required to create an alternate assessment for students with significant cognitive disabilities using alternate achievement standards. In 2003, all states had created an alternate assessment. All fifty states independently developed, implemented, and revised their alternate assessments. By 2014, Dynamic Learning Map (DLM) and Multi-State Alternate Assessment (MSAA) (formerly National Center and State Collaborative)----two alternate assessments developed through consortiums consisting of state departments, universities, and organizations using federal funding----were created. At the time of this study, the DLM and MSAA were used by approximately 49% of states for their alternate assessment. This study compared the DLM and MSAA in English language arts for students with significant cognitive disabilities in grades three through eight. The study focused on the DLM's and MSAA's measurement criterion and how they affect informational outcomes as well as how the alternate assessments are administered. The findings illustrated that the DLM and MSAA are primarily administered online to students with significant cognitive disabilities. Accessibility supports available through both alternate assessments are comparable. The DLM and MSAA may be administered on various devices, increasing their ability to individualize and accommodate to a student needs. Although there were differences in how the assessments were differentiated, the informational outcomes produced by both alternate assessments for students with significant cognitive disabilities were similar and, therefore, one alternate assessment could not be identified as superior to the other.

ISBN: 9780355505986Subjects--Topical Terms:

516693
Special education.

Comparing Two Alternate Assessments: Dynamic Learning Maps and Multi-State Alternate Assessment.
LDR:02672nmm a2200301 4500 001 2161169
005 20180821113841.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355505986
035 $a (MiAaPQ)AAI10685721
035 $a (MiAaPQ)shu:10300
035 $a AAI10685721
040 $a MiAaPQ $c MiAaPQ
100 1 $a Sir, Dana N. $3 3349128
245 1 0 $a Comparing Two Alternate Assessments: Dynamic Learning Maps and Multi-State Alternate Assessment.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 87 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
500 $a Adviser: Luke J. Stedrak.
502 $a Thesis (Ed.D.)--Seton Hall University, 2017.
520 $a In 2001 under No Child Left Behind, states were required to create an alternate assessment for students with significant cognitive disabilities using alternate achievement standards. In 2003, all states had created an alternate assessment. All fifty states independently developed, implemented, and revised their alternate assessments. By 2014, Dynamic Learning Map (DLM) and Multi-State Alternate Assessment (MSAA) (formerly National Center and State Collaborative)----two alternate assessments developed through consortiums consisting of state departments, universities, and organizations using federal funding----were created. At the time of this study, the DLM and MSAA were used by approximately 49% of states for their alternate assessment. This study compared the DLM and MSAA in English language arts for students with significant cognitive disabilities in grades three through eight. The study focused on the DLM's and MSAA's measurement criterion and how they affect informational outcomes as well as how the alternate assessments are administered. The findings illustrated that the DLM and MSAA are primarily administered online to students with significant cognitive disabilities. Accessibility supports available through both alternate assessments are comparable. The DLM and MSAA may be administered on various devices, increasing their ability to individualize and accommodate to a student needs. Although there were differences in how the assessments were differentiated, the informational outcomes produced by both alternate assessments for students with significant cognitive disabilities were similar and, therefore, one alternate assessment could not be identified as superior to the other.
590 $a School code: 0199.
650 4 $a Special education. $3 516693
650 4 $a Educational tests & measurements. $3 3168483
690 $a 0529
690 $a 0288
710 2 $a Seton Hall University. $b Education Leadership, Management and Policy. $3 3169874
773 0 $t Dissertation Abstracts International $g 79-03A(E).
790 $a 0199
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10685721