TY - JOUR
T1 - What we know and need to know about the consequences of high-stakes testing for students with disabilities
AU - Ysseldyke, Jim
AU - Nelson, J. Ruth
AU - Christenson, Sandra
AU - Johnson, David R.
AU - Dennison, Amanda
AU - Triezenberg, Heidi
AU - Sharpe, Michael
AU - Hawes, Maureen
PY - 2004
Y1 - 2004
N2 - Many positive and negative consequences of high-stakes testing for students with disabilities are alleged. Yet, there is little evidence on actual consequences. Both anecdotal and empirical evidence were reviewed with regard to increased participation in assessment, raised expectations, provision of appropriate assessment accommodations, alignment of individualized education programs (IEPs) to standards and assessments, improved access to general education, improved instruction, changes in promotion and grade advancement decisions, graduation and diploma options, test stress, and improved educational outcomes. Data needed to make judgments about intended and unintended consequences of high-stakes testing are also analyzed.
AB - Many positive and negative consequences of high-stakes testing for students with disabilities are alleged. Yet, there is little evidence on actual consequences. Both anecdotal and empirical evidence were reviewed with regard to increased participation in assessment, raised expectations, provision of appropriate assessment accommodations, alignment of individualized education programs (IEPs) to standards and assessments, improved access to general education, improved instruction, changes in promotion and grade advancement decisions, graduation and diploma options, test stress, and improved educational outcomes. Data needed to make judgments about intended and unintended consequences of high-stakes testing are also analyzed.
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U2 - 10.1177/001440290407100105
DO - 10.1177/001440290407100105
M3 - Article
AN - SCOPUS:16244396099
SN - 0014-4029
VL - 71
SP - 75
EP - 94
JO - Exceptional children
JF - Exceptional children
IS - 1
ER -