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Massachusetts: One State's Approach to Setting Performance Levels on the Alternate Assessment

Conclusion

Although the number of students each year who perform at or above the Needs Improvement level on grade 10 ELA and Math alternate assessments is relatively small, this number can be expected to grow over time. Of course, as teachers also gain familiarity with portfolio management techniques, submission requirements, curriculum alignment, and instructional improvements, the scores of all students will rise. It is important for states to demonstrate the effectiveness of their statewide alternate assessments to improve the nature of instruction for students with significant disabilities generally, and to show that these improvements translate into expanded opportunities for these students both in and out of school. It is also important to demonstrate the capacity of the alternate assessment to assist students to meet the same important scholastic requirements as other students.

Developing a statewide alternate assessment presents states with a range of difficult choices, such as how to determine participation, measure performance, and report results. The demand for professional development and technical assistance required by such a system can be intensive, and there must be an ongoing commitment by state assessment personnel to maintain communication and accessibility with the public. In the end, each state must ultimately develop an alternate assessment that reflects not only its standards, but its unique culture and values that is integrated with the standard assessment system, and that promotes the greatest benefits to the most students.

References

Kleinert, H., & Kearns, J. (2001). Alternate assessment: Measuring outcomes and supports for students with disabilities. Baltimore, MD: Paul H. Brookes

Massachusetts Department of Education. (1999). Participation guidelines for MCAS Alternate Assessment. Malden, MA: Author.

Massachusetts Department of Education. (2001). Rubric for scoring portfolio strands in the 2002 Educator’s Manual for MCAS Alternate Assessment. Malden, MA: Author.

Quenemoen, R., Rigney, S., & Thurlow, M. (2002). Use of alternate assessment results in reporting and accountability systems: Conditions for use based on research and practice (Synthesis Report 43). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.

Roeber, E. (2002). Setting standards on alternate assessments (Synthesis Report 42). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.

This publication was developed under a grant for the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education, and such endorsements should not be inferred.

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