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Comparing Two Alternate Assessments : = Dynamic Learning Maps and Multi-State Alternate Assessment.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Comparing Two Alternate Assessments :/
Reminder of title:	Dynamic Learning Maps and Multi-State Alternate Assessment.
Author:	Sir, Dana N.
Description:	1 online resource (87 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355505986

Comparing Two Alternate Assessments : = Dynamic Learning Maps and Multi-State Alternate Assessment.
Sir, Dana N.

Comparing Two Alternate Assessments :Dynamic Learning Maps and Multi-State Alternate Assessment. - 1 online resource (87 pages)

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ed.D.)--Seton Hall University, 2017.

Includes bibliographical references

In 2001 under No Child Left Behind, states were required to create an alternate assessment for students with significant cognitive disabilities using alternate achievement standards. In 2003, all states had created an alternate assessment. All fifty states independently developed, implemented, and revised their alternate assessments. By 2014, Dynamic Learning Map (DLM) and Multi-State Alternate Assessment (MSAA) (formerly National Center and State Collaborative)----two alternate assessments developed through consortiums consisting of state departments, universities, and organizations using federal funding----were created. At the time of this study, the DLM and MSAA were used by approximately 49% of states for their alternate assessment. This study compared the DLM and MSAA in English language arts for students with significant cognitive disabilities in grades three through eight. The study focused on the DLM's and MSAA's measurement criterion and how they affect informational outcomes as well as how the alternate assessments are administered. The findings illustrated that the DLM and MSAA are primarily administered online to students with significant cognitive disabilities. Accessibility supports available through both alternate assessments are comparable. The DLM and MSAA may be administered on various devices, increasing their ability to individualize and accommodate to a student needs. Although there were differences in how the assessments were differentiated, the informational outcomes produced by both alternate assessments for students with significant cognitive disabilities were similar and, therefore, one alternate assessment could not be identified as superior to the other.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355505986Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

Comparing Two Alternate Assessments : = Dynamic Learning Maps and Multi-State Alternate Assessment.
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500 $a Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
500 $a Adviser: Luke J. Stedrak.
502 $a Thesis (Ed.D.)--Seton Hall University, 2017.
504 $a Includes bibliographical references
520 $a In 2001 under No Child Left Behind, states were required to create an alternate assessment for students with significant cognitive disabilities using alternate achievement standards. In 2003, all states had created an alternate assessment. All fifty states independently developed, implemented, and revised their alternate assessments. By 2014, Dynamic Learning Map (DLM) and Multi-State Alternate Assessment (MSAA) (formerly National Center and State Collaborative)----two alternate assessments developed through consortiums consisting of state departments, universities, and organizations using federal funding----were created. At the time of this study, the DLM and MSAA were used by approximately 49% of states for their alternate assessment. This study compared the DLM and MSAA in English language arts for students with significant cognitive disabilities in grades three through eight. The study focused on the DLM's and MSAA's measurement criterion and how they affect informational outcomes as well as how the alternate assessments are administered. The findings illustrated that the DLM and MSAA are primarily administered online to students with significant cognitive disabilities. Accessibility supports available through both alternate assessments are comparable. The DLM and MSAA may be administered on various devices, increasing their ability to individualize and accommodate to a student needs. Although there were differences in how the assessments were differentiated, the informational outcomes produced by both alternate assessments for students with significant cognitive disabilities were similar and, therefore, one alternate assessment could not be identified as superior to the other.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
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