Relationship between IEP Characteristics and Test Scores on an Alternate Assessment for Students with Significant Cognitive Disabilities

Abstract

Although many studies have examined the alignment of state standards with large-scale assessment and instruction, fewer have attended to alignment concerning alternate assessments for students with significant disabilities. This study was designed to (1) compare expectations in one state's alternate assessment (AA) with curricular priorities reflected in students' Individualized Education Programs (IEPs), and (2) consider the effect of this relationship on AA scores. The study was conducted in a state whose AA consisted of standardized performance tasks measuring reading comprehension (RC) and number systems (NUM). Archival data, including AA scores and IEPs for 292 students, were analyzed. The average IEP emphasized speaking, writing, and measurement, and objectives primarily required simple recall skills. Half of IEPs contained no objectives aligned with RC. More than one third of IEPs did not align with NUM. Assessment–IEP alignment had a moderate effect on Reading test score, but not Math test score. Recommendations are made for future investigations of the taught curriculum for this population, and professional development to improve alignment of instruction with assessments.