Assessment and instructional implications of the alternate assessment based on modified academic achievement standards (AA-MAS)

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Abstract

The alternate assessment based on modified academic achievement standards (AA-MAS) is the latest flexibility added to the No Child Left Behind Act and the Individuals with Disabilities Education Act. It allows schools to count up to 2% of the total student population as proficient against a modified achievement standard. This new assessment option has significant implications for both what the assessment is like and what must happen in instruction for students. This article provides a brief summary of the AA-MAS and what states are doing in the development of the AA-MAS. It also addresses the implications of the AA-MAS option for assessment development and for instruction.

Original languageEnglish (US)
Pages (from-to)132-139
Number of pages8
JournalJournal of Disability Policy Studies
Volume19
Issue number3
DOIs
StatePublished - Dec 2008

Keywords

  • Accountability
  • Assessment
  • Modified achievement standards
  • Standards-based IEP
  • Universal design

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