Abstract
A statewide survey was completed by 234 special education teachers with experience in developing assessment portfolios within the Illinois Alternate Assessment (IAA) system. Relationships between these teachers' demographics and their perspectives, concerns, and self-reported practices related to the IAA system was identified and described. These Illinois teachers expressed less positive perspectives about their practices related to the IAA system than teachers in previous studies. Overall, they noted few benefits of the IAA system for teachers and students. Implications of these results and recommendations for educational practice and future research are discussed.
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