National Profile on Alternate Assessments Based on Alternate Achievement Standards:

National Profile on Alternate Assessments Based on Alternate Achievement Standards:A Report From the National Study on Alternate Assessments

NCSER 2009-3014
August 2009

List of Figures

A. Overview
Figure A1	Verification instrument (page 1)
Figure A2	Purposes of alternate assessment
Figure A3	Alternate assessment approaches
Figure A4	Content areas included in the alternate assessment
Figure A5	Grades assessed
Figure A6	Time frame within which the alternate assessment occurred
Figure A7	Relationship of the standards assessed by the alternate assessment to the total number of reading/language arts content standards
Figure A8	Relationship of the standards assessed by the alternate assessment to the total number of mathematics content standards
Figure A9	Alternate assessment developer
Figure A10	Administration/assembly of the alternate assessment
Figure A11	Individuals who scored the alternate assessment

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B. Alternate Achievement Standards
Figure B1	Individuals involved in creating alternate achievement standards
Figure B2	Standard-setting methodologies
Figure B4	Descriptors for achievement levels
Figure B5	Cut scores for alternate achievement levels

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C. Technical Quality
Figure C1/C2/C3/C4	Individuals involved in reviewing validity, reliability, alignment, and fairness
Figure C5	Documentation of scoring and reporting structures consistent with the subdomain structures of state content standards
Figure C6	Documentation of test and item scores related to internal or external variables as intended
Figure C7	Types of evidence provided to document test and item scores related to internal or external variables as intended
Figure C8	Documentation of purposes of the assessment
Figure C9	Types of evidence provided to document purposes and uses of the assessment
Figure C10	Documentation of assessment system’s producing intended and unintended consequences
Figure C11	Types of evidence provided to document the assessment system’s producing intended and unintended consequences
Figure C12	Documentation of measurement of construct relevance
Figure C13	Types of evidence provided to document measurement of construct relevance
Figure C14	Documentation of grade-level equating
Figure C15	Extension or clarification of state content standards
Figure C16	Mapping of extended content standards to the state content standards
Figure C17	Documentation of variability across groups
Figure C18	Types of evidence provided to document variability across groups
Figure C19	Documentation of internal consistency of item responses
Figure C20	Documentation of interrater consistency in scoring
Figure C21	Types of evidence provided to document interrater consistency in scoring
Figure C22	Documentation of conditional standard errors of measurement
Figure C23	Initial process of aligning alternate achievement standards with the state content standards
Figure C24	Ongoing procedures used to maintain and improve alignment
Figure C25	Process used to ensure fairness
Figure C26	Types of evidence provided to document ensuring fairness
Figure C27	Documentation of implementation processes
Figure C28	Types of evidence provided to document implementation processes

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D. Eligibility and Administration
Figure D1	Guidelines provided to IEP teams to apply in determining when a child’s significant cognitive disability justified an alternate assessment
Figure D2	Procedures used for informing parents of use of alternate assessment
Figure D3	Extent to which state determined content of alternate assessment
Figure D4	Monitoring and verification of the administration process
Figure D5	Procedures used in gathering performance evidence
Figure D6	Role of student work in alternate assessment
Figure D7	Extent to which assessment of student work (tasks or products) was conducted as part of the day-to-day instructional activities or “on demand”
Figure D8	Role of teacher judgment in administration of the alternate assessment

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E. Scoring and Reporting
Figure E1	Number of scorers of the alternate assessment
Figure E2	How scoring conflicts were resolved
Figure E3	Criteria used in evaluating student performance
Figure E4	Environmental criteria included in scoring the alternate assessment
Figure E5	Types of training for assessment administrators
Figure E6	Training for assessment scorers
Figure E7	Recipients of individual student reports on alternate assessment performance
Figure E8	Expression of individual student reports on alternate assessment performance
Figure E9	Provision of interpretive guidance on the alternate assessment
Figure E10	Information included in reports given to parents about student performance on the alternate assessment

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