Measured Progress and SRI International
Measured Progress and SRI International are co-sponsors of annual invitational research symposia to explore the emerging and dynamic field of assessment for students with disabilities. The forum provides support for researchers in this area through professional discourse and the production of white papers disseminated to the field. The papers here are the result of discussions on two topics:
Universally Designed Technology Enabled Assessments (July, 2009)
The papers provide recommendations for a national research agenda focused on improving access and measuring cognition for students with disabilities through technology-enhanced assessments. Target audiences include researchers, assessment designers and developers, educational and assistive technology developers, cognitive scientists, school leaders, policy makers, test users, and practitioners.
Measuring Cognition of Students with Disabilities Using Technology-Enabled Assessments: Recommendations for a National Research Agenda, by Sue Bechard, Eric Hansen, Jan Sheinker, Chris Johnstone, Rosemary Abell, Neal Kingston, Karen Barton, Boo Murray, Kelly Burling, Carrie Parker, Chris Camacho, Doris Redfield, Renee Cameto, Bill Tucker, and Geneva Haertel (2010)
Technology-Enabled and Universally Designed Assessment: Considering Access in Measuring the Achievement of Students with Disabilities, A Foundation for Research, by Pat Almond, Chloe Torres, Phoebe Winter, Geneva Haertel, Renee Cameto, Robert Dolan, Mike Russell, Peter Beddow, Edynn Sato, Sheryl Lazarus, and Jody Clarke (2010)
Alternate Assessments Based on Modified Achievement Standards in Reading (July, 2008)
The papers explore strategies for implementing cognitive interviews with students with disabilities and strategies for investigating test and item manipulations that make assessments more accessible and valid. Authors share their understanding of these issues and offer insights to researchers applying or planning to conduct studies on the design, development, and validation of alternate assessments based on modified academic achievement standards in reading
Improving Reading Measurement for Alternate Assessment: Suggestions for Designing Research on Item and Test Alterations, by Sue Bechard, Michael Russell, Christopher Camacho, Martha Thurlow, Leanne Ketterlin Geller, Ken Godin, Patricia McDivitt, Karin Hess, and Renee Cameto (2009)
Cognitive Interview Methods in Reading Test Design and Development for Alternate Assessments Based on Modified Academic Achievement Standards (AA-MAS), by Patricia Almond, Renee Cameto, Christopher Johnstone, Cara Laitusis, Sheryl Lazarus, Katherine Nagle, Caroline Parker, Andrew Roach, and Edynn Sato (2009), Paper presented at the 2009 National Conference on Student Assessment, Los Angeles
Alternate Assessments Based on Modified Achievement Standards in Reading, PowerPoint presentation for Invitational Research Symposium on July 24, 2008
