Teacher Perceptions and the Consequential Validity of an Alternate Assessment for Students With Significant Cognitive Disabilities

Abstract

The purpose of this investigation was to understand the variables that influence teachers' perceptions regarding one state's alternate assessment process and results. Elementary and secondary special education teachers (N = 113) from across Wisconsin participated, submitting case materials for one of their students. These materials included the a copy of the students' WisconsinAlternative Assessment (WAA) rating scale and current Individualized Education Program (IEP); a brief survey regarding their perceptions of the WAA; and a curricular access questionnaire that documented which WAA items were part of the student's curriculum during the current or previous school year. A stepwise multiple regression analysis was conducted to determine the relationship between predictor variables and teachers' perceptions as reported on the teacher survey. The results indicated student grade level accounted for the small amount of the variation in teacher's positive perceptions of the WAA. These results are discussed in the context of consequential evidence for the validity of the WAA.