Assessing Students With Disabilities: Issues and Evidence
Assessing Students With Disabilities: Issues and Evidence
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评估残疾学生：问题和证据
DOI：
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
K. Barton
中科院分区：
文献类型：
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作者：
D. Koretz;K. Barton
从历史上看，许多残疾学生被排除在大规模评估之外。最近的联邦和州政策倡议，包括最近重新授权的《残疾人教育法》，要求将绝大多数残疾学生纳入问责制度所使用的全州评估。虽然大多数观察家都认为，在新政策实施之前，残疾学生的教育成果不足，但支持新政策的研究有限。改革促进了相关研究的快速增长，但还需要更多和更好的研究。本文回顾了新改革的核心问题的研究现状，并建议今后的研究方向。
Historically, many students with disabilities were excluded from large-scale assessments. Recent federal and state policy initiatives, including the most recent reauthorization of the Individuals With Disabilities Education Act, require that the large majority of students with disabilities be included in the statewide assessments used in accountability systems. Although most observers agree that educational outcomes for students with disabilities were inadequate before the new policies were implemented, the research undergirding the new policies is limited. The reforms have spurred a rapid increase in relevant research, but more and improved research is needed. This article reviews the status of research on issues that are central to the new reforms and recommends directions for future research.