Hostname: page-component-78c5997874-dh8gc Total loading time: 0 Render date: 2024-11-13T05:05:43.888Z Has data issue: false hasContentIssue false
  • English
  • Français

Test Accommodations and Alternative Assessment for Students with a Disability in Australia

Published online by Cambridge University Press:  26 February 2016

Ian Dempsey  and
Robert Conway
Ian Dempsey*
Affiliation:
University of Newcastle
Robert Conway
Affiliation:
University of Newcastle
*
Correspondence concerning this article should be addressed to: Ian Dempsey, Centre for Special Education and Disability Studies, The University of Newcastle Callaghan NSW2308 Phone: (02) 49216282 Fax: (02) 49216939 E-mail: ian.dempsey@newcastle.edu.au
Get access Rights & Permissions [Opens in a new window]

Abstract

An important contemporary issue in special education is the extent to which students with a disability are included in all mainstream educational activities, including educational accountability. In line with other Western countries, the extent of national testing conducted by Australian schools will increase in the near future. At the moment, the participation of students with a disability in national testing is low and it is unlikely to significantly increase without the development of clear guidelines about allowable accommodations in testing, and the development of alternative assessment protocols for students with high support needs. This paper reviews the recent literature on both accommodations and alternative testing for students with a disability and makes a number of recommendations about the inclusion of students with a disability in national and in school‐based testing.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 28 , Issue 2 , January 2004 , pp. 5 - 16
Copyright
Copyright © The Australian Association of Special Education 2004

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Australian Council for Educational Research (2002). Literacy and numeracy national assessment testing program 2002: Principal’s handbook. Sydney: Author Google Scholar
Australian Capital Territory Department of Education and Training (1997). Special needs education curriculum support paper. Canberra: Author.Google Scholar
Browder, D., & Cooper-Duffy, K. (2003). Evidence-based practices for students with severe disabilities and the requirement for accountability in “No Child Left Behind”. The Journal of Special Education, 37, 157–163.CrossRefGoogle Scholar
Connor, M.J. (2003). Pupil stress and standard assessment tasks (SATs): An update. Emotional and Behavioural Difficulties, 6, 101–107.Google Scholar
Conway, R. (2001). Adapting curriculum, teaching and learning strategies. In Foreman, P. (Ed.) Integration and inclusion in action (pp. 262–310). Melbourne: Nelson.Google Scholar
Dempsey, I. (2001). Students with a disability in Australian non-government schools. Special Education Perspectives, 10, 2, 3–6 Google Scholar
Department of Education, Science and Training (2002). The Adelaide Declaration on National goals for schooling in the twenty-first century. Retrieved May 20, 2003, from http://www.dest.gov.au/schools/adelaide/index.htm Google Scholar
Department of Education, Employment and Training, Victoria (2001). Standards and accountability, quality assurance in Victorian schools: Benchmarks 2000. Retrieved April 25,2003, from http://www.sofweb.vic.edu.au/standards/pdf/SchManOO.pdf Google Scholar
Department of Education, Employment and Training, Victoria (2000). Measuring academic progress against each KLA: Students with disabilities and impairments. Retrieved April 25, 2003, from http://www.sofweb.vic.edu.au/standards/pdf/D&I.pdf Google Scholar
Destefano, L., Shriner, J., & Lloyd, C. (2001). Teacher decision making in participation of students with disabilities in large-scale assessment. Exceptional Children, 68, 7–22.Google Scholar
Disability Discrimination Act (1992). SECT 4 Interpretation. Retrieved July 16,2003, from http://www.austlil.edu.au/au/legis/cth/consol_act/dda1992264/s4.html Google Scholar
Dorn, S. (1998). The political legacy of school accountability systems. Education Policy Analysis Archives, 6, 1–36.CrossRefGoogle Scholar
Dyson, A. (1997). Dilemmas, contradictions and democracy: Models in the governance of special needs education in England and Wales. In Mitchell, D. & Kugelmass, J. (Eds.), The View Finder: New models for re-forming special education. Volume 4, (pp 12–19). DISES: Reston, VA.Google Scholar
Education Queensland (2002). The report of the assessment and reporting taskforce. Retrieved January 2, 2003, from http://education.qld.gov.au/public-media/reports/curriculum-framework/pdfs/artf.pdf Google Scholar
Elliott, J., Erickson, R., Thurlow, M., & Shiner, J. (2000). State-level accountability for the performance of students with disabilities: Five years of change? The Journal of Special Education, 34, 39–17.CrossRefGoogle Scholar
Elliott, J., & Marquait, A. (2004). Extended time as a testing accommodation: Its effects and perceived consequences. Exceptional Children, 70, 349–267.Google Scholar
Elliot, J., & Thurlow, M. (1997). Opening the door to educational reform: Understanding educational assessment and accountability. Minneapolis: National Center on Educational Outcomes.Google Scholar
Elliott, J., Ysseldyke, J., Thurlow, M., & Erickson, R. (1998). What about assessment and accountability? Practical implications for educators. TEACHING Exceptional Children 31(1), 20–27.Google Scholar
Employment, Workplace Relations and Education Committee (2002). Education of students with disabilities. Retrieved August 7, 2003, from http://www.aph.gov.au/senate/committee/eet_ctte/ed_students_withdisabilffies/ report/index.htm Google Scholar
Ford, A., Davern, L., & Schnorr, R. (2001). Learners with significant disabilities: Curricular relevance in an era of standards-based reform. Remedial and Special Education, 22, 214–222.CrossRefGoogle Scholar
Forlin, C., & Forlin, P. (1998). Discussion paper. Outcomes for students with special educational needs. Retrieved January 2, 2003, from http://education.qld.gov.au/tal/Iiu/support/articles/gen.art/981209dg.pdf Google Scholar
Giacobbe, A., Livers, A., Thayer-Smith, R., & Walther-Thomas, C. (2001). Raising the academic standards bar. Journal of Disability Policy Studies, 12, 10–17.Google Scholar
Gronna, S., Jenkins, A., & Chin-Chance, S. (1998). Who are we assessing? Determining state-wide participation rates for students with disabilities. Exceptional Children, 46, 407–418.CrossRefGoogle Scholar
Homer, R., McDonnell, J., & Bellamy, G. (1986). Teaching generalized skills: General case instruction in simulation and community settings. In Homer, R.H., Meyer, L.H., & Fredericks, H.D. (Eds.), Education of learners who have severe handicaps: Exemplary service strategies (pp. 289–314). Baltimore: Brookes.Google Scholar
Human Rights and Equal Opportunity Commission (2004). Draft education standards. Retrieved May 24, 2004, from http://www.hreoc.gov.au/disability_rights/standards/standards.html#educatlon Google Scholar
Individuals with Disabilities Education Act (1997). Retrieved August 27, 2003, from http://www.ideapractices.org/law/index.php Google Scholar
Johnson, E., Kimball, K., Brown, S., & Anderson, D. (2001). A statewide review of the use of accommodations in large-scale, high-stakes assessments. Exceptional Children, 67, 251–261.Google Scholar
Kearns, J., Kleinert, J., & Kennedy, S. (1999). We need not exclude anyone. Educational Leadership, 56, 33–38.Google Scholar
Kleinert, H., Haig, J., Kearns, J., & Kennedy, S. (2000). Alternate assessments: Lessons learned and roads to be taken. Exceptional Children, 67, 51–66.CrossRefGoogle Scholar
Kurzweil Educational Systems (2003). Kurzweil 3000. Version 8. Bedford MA: Kurzweil Educational Systems.Google Scholar
Ministerial Council of Education, Employment, Training and Youth Affairs. (2002). National report on schooling In Australia: Preliminary paper. National benchmark results: Reading and Numeracy: Years 3 and 5. Retrieved October 13,2002, from www.cumculum.edu.au/mctyapdf/2000_benchmardks.pdf Google Scholar
National Certificate of Educational Achievement (NCEA). Accommodations permitted for the National Certificate of Educational Achievement. Retrieved August 17, 2003, from http://www.nzqa.gov.nz/ncea Google Scholar
Nelson, B. (2003a). Taking schools to the next level. Media release, November 13. Retrieved May 24, 2004, from http://www.dest.gov.au/Ministers/Media/Nelson/ 2003/11/n526131103.asp Google Scholar
Nelson, B. (2003b). Most State and Territory Education Ministers vote against Disability Standards. Media release, July 11. Retrieved August 20,2003, from http://www.dest.gov.au/ ministers/nelson/jul_03/minco703.htm Google Scholar
Nolet, V. & McLaughlin, M. (2000). Accessing the general curriculum: Including students with disabilities in standards-based reform. California: Thousand Oaks.Google Scholar
NSW Board of Studies (1996). School Certificate Credentialling for students with special education needs in stage 5. Retrieved December 16, 2002, from http://www.boardofstudies.nsw.edu.au/manuals/ pdf_doc/sc_credent_specialneeds.pdf Google Scholar
NSW Board of Studies (2002a). Special examination provisions for the School Certificate tests and Higher School Certificate examinations. Retrieved December 16, 2002, from www.boardofstudies.nsw.edu.au/manuals.index.htmlo#specexamprovssc_hsc Google Scholar
NSW Board of Studies (2002b). Special program of study - Life skills courses. Retrieved from the World Wide Web on December 9, 2002. http://www.boardofstudies.nsw.edu.au/syllabus_hsc/sps_index.html Google Scholar
Olson, B., Mead, R., & Payne, D. (2002). A report of a standard setting method for alternate assessments for students with significant disabilities (Synthesis Report 47). Minneapolis, MN: University of Minnesota, National Centre on Educational Outcomes. Retrieved December 16,2002, from http://education.umn.edu/NCEO/OnlinePubs/Synthsis47.html Google Scholar
Quenemoen, R., Lehr, C., Thurlow, M., & Massanari, C. (2001). Students with disabilities in standards-based assessment and accountability systems: Emerging issues, strategies and recommendations. NCEO Synthesis Report 37. Washington: National Centre on Educational Outcomes.Google Scholar
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 Centre on Educational Outcomes. Retrieved December 3, 2002, from http://education.umn.edu/NCEO/OnlinePubs/Synthesis43.html Google Scholar
Reober, E. (2002). Setting standards on alternate assessments (Synthesis Report 42). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved December 16, 2003, from http://educationa.umn.edu/NCEO/OnlinPubs/Synthesis42.html Google Scholar
South Australian Standards and Accountability Framework. (2002). AchieverSA. Retrieved May 5,2004, from http//:www.sacsa.sa.edu.au/index Google Scholar
South Australian Department of Education, Training and Employment (2002). Negotiated education plan. Adelaide: Author.Google Scholar
Thurlow, M., & Bolt, S. (2001). Empirical support for accommodations most often allowed in state policy (Synthesis Report 41). Minneapolis, MN: University of Minnesota, National Centre on Educational Outcomes. Retrieved December 16, 2002, from http://education.umn.edu/NCEO/OnlinPubs/Synthesis41.html Google Scholar
Thurlow, M., House, A., Scott, D., & Ysseldyke, J. (2000). Students with disabilities in large-scale assessments: state participation and accommodation policies. The Journal of Special Education, 34, 154–163.Google Scholar
Thurlow, M., Seyfarth, A., Scott, D., & Ysseldyke, J. (1997). State assessment policies on participation and accommodations for students with disabilities: 1997 update (Synthesis Rep. No. 29). Minneapolis: University of Minnesota, National Center on Educational Outcomes.Google Scholar
Tindal, G., & Fuchs, L. (1999). A summary of research on testing accommodations: What we know so far. Lexington: University of Kentucky, Mid-South Regional Resource Center.Google Scholar
Tognolini, J. (2001). Generic versus content-driven assessment. Paper presented at the Australasian Curriculum assessment and Certification Authorities Conference. Sydney: July 26th. Retrieved December 9,2002, from http://www.boardofstudies.nsw.edu.au/manuals.pdf.doc/tognolini.pdf Google Scholar
Yackulic, R., & Noonan, B. (1998). Measurement of the full scope of learning. Retrieved December 17,, 2002, from http://www.cmec.ca/stats/pcera/compaper/98-28en.pdf Google Scholar
Ysseldyke, J., Thurlow, M., Bielinski, J., House, A., Moody, M., & Haigh, J. (2001). The relationship between instructional and assessment accommodations in an inclusive state accountability system. Journal of Learning Disabilities, 34, 212–227.Google Scholar
Zammit, S., Meiers, M., & Frigo, T. (1999). Assessment and reporting of student achievement for students with specific educational needs against literacy and numeracy benchmarks. Melbourne: ACER.Google Scholar