Articulating the validity evidence for a science alternate assessment

Students with the most significant cognitive disabilities (SCD) are the 1% of the total student population who have a disability or multiple disabilities that significantly impact intellectual functioning and adaptive behaviors and who require individualized instruction and substantial supports. His...

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Veröffentlicht in:	Journal of research in science teaching 2018-08, Vol.55 (6), p.826-848
Hauptverfasser:	Andersen, Lori, Nash, Brooke L., Bechard, Sue
Format:	Artikel
Sprache:	eng
Schlagworte:	Adaptive behavior alternate assessment based on alternate achievement standards alternate science content standards Alternative Assessment Behavior Cognitive aspects Cognitive models Consortia Disability Elementary School Students Evaluation Evidence Individualized Instruction Intellectual Disability Intellectual functioning large‐scale assessment low‐incidence disabilities Multiple Disabilities Multiply disabled people Precursors Science education Science Instruction Science Tests Scores Secondary School Students Students students with significant cognitive disabilities Test scores Validation studies Validity Variability
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