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100   $a20040617d2004      uy         0
101 0 $aeng
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181   $ctxt
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200 10$aKeeping score for all $ethe effects of inclusion and accommodation policies on large-scale educational assessments /$fCommittee on Participation of English Language Learners and Students with Disabilities in NAEP and Other Large-Scale Assessments ; Judith Anderson Koenig and Lyle F. Bachman, editors
205   $a1st ed.
210   $aWashington, DC $cNational Academies Press$dc2004
215   $a1 online resource (150 p.)
300   $aDescription based upon print version of record.
311 08$a9780309092531 
311 08$a0309092531 
320   $aIncludes bibliographical references.
327   $a""FrontMatter""; ""Preface""; ""Contents""; ""Executive Summary""; ""1 Introduction""; ""2 Characteristics of the Students, the Assessments, and Commonly Used Accommodations""; ""3 Participation in NAEP and Other Large-Scale Assessments""; ""4 Factors That Affect the Accuracy of NAEP's Estimates of Achievement""; ""5 Available Research on the Effects of Accommodations on Validity""; ""6 Articulating Validation Arguments""; ""7 Implications of the Committee's Conclusions and Recommendations""; ""References""; ""Appendix Biographical Sketches of Committee Members and Staff""
330   $aU.S. public schools are responsible for educating large numbers of English language learners and students with disabilities. This book considers policies for including students with disabilities and English language learners in assessment programs. It also examines the research findings on testing accommodations and their effect on test performance. Keeping Score for All discusses the comparability of states (TM) policies with each other and with the National Assessment of Educational Progress (NAEP) policies and explores the impact of these differences on the interpretations of NAEP results. The book presents a critical review of the research literature and makes suggestions for future research to evaluate the validity of test scores obtained under accommodated conditions. The book concludes by proposing a new framework for conceptualizing accommodations. This framework would be useful both for policymakers, test designers, and practitioners in determining appropriate accommodations for specific assessments and for researchers in planning validity studies.
606   $aEducational tests and measurements$zUnited States$xEvaluation
606   $aInclusive education$zUnited States$xEvaluation
606   $aStudents with disabilities$xEducation$zUnited States
606   $aLimited English-proficient students$xEducation$zUnited States
615  0$aEducational tests and measurements$xEvaluation.
615  0$aInclusive education$xEvaluation.
615  0$aStudents with disabilities$xEducation
615  0$aLimited English-proficient students$xEducation
676   $a371.26/4
701   $aKoenig$b Judith A$01495660
701   $aBachman$b Lyle F.$f1944-$0291422
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910957136803321
996   $aKeeping score for all$94367418
997   $aUNINA