Inclusive Assessment and Accountability: Policy to evidence-based practices

International Journal of Disability, Development and Education

Volumn 59, Issue 1, 2012, Pages 1-6

  Davies, Michael ^a   Elliott, Stephen N ^b  

^a GRIFFITH UNIVERSITY   (Australia)

^b ARIZONA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84858606719     PISSN: 1034912X     EISSN: 1465346X     Source Type: Journal    
DOI: 10.1080/1034912X.2012.654932     Document Type: Editorial

References (5)

1. Appleton, J. J., Christenson, S. L., Kim, D. and Reschly, A. L. 2006. Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44: 427-445.
2. Beddow, P. A., Elliott, S. N. and Kettler, R. J. 2009. TAMI accessibility rating matrix (ARM), Nashville, TN: Vanderbilt University.
3. Davies, M. (in press). Accessibility to NAPLAN assessments for students with disabilities: A "fair go". Australasian Journal of Special Education.
4. Elliott, S. N., Kettler, R. J., Beddow, P. A., Kurz, A., Compton, E.McGrath, D. 2010. Effects of using modified items to test students with persistent academic difficulties. Exceptional Children, 76: 475-495.
5. Kurz, A. 2011. "Access to what should be taught and will be tested: Students' opportunity to learn the intended curriculum". In Handbook of accessible achievement tests for all students: Bridging the gaps between research, practice, and policy, Edited by: Elliott, S. N., Kettler, R. J., Beddow, P. A. and Kurz, A. 99-129. New York: Springer.