Abstract
In this commentary on the Peabody Journal of Education special edition, the author addresses implications of the contributing articles to three central domains of interest to states engaged in or considering the development of an alternate assessment on modified academic achievement standards: (a) identifying an eligible student population, (b) ensuring eligible students are provided access to appropriate instruction, and (c) developing more accessible test items.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.