Teachers Perceptions of One State's Alternate Assessment: Implications for Practice and Preparation

In the current study, 206 special education teachers in Kentucky completed a one-page survey examining the amount of time and effort required on that state's alternate assessment. Additional questions on the survey addressed teaching experience, score, student involvement, and other factors rel...

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Bibliographic Details
Published in:Exceptional children 2001-03, Vol.67 (3), p.361-374
Main Authors: Kampfer, Stephanie H., Horvath, Leah S., Kleinert, Harold L., Kearns, Jacqueline Farmer
Format: Article
Language:English
Subjects:
Academic Achievement
Alternative Assessment
Biological and medical sciences
Child Development
Disabilities
Educational Change
Educational evaluation
Elementary Secondary Education
Evaluation Methods
Kentucky
Medical sciences
Outcomes of Education
Perceptions
Polls & surveys
Portfolio Assessment
Predictor Variables
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Special education
Special Education Teachers
Special education. Orthophony
Special Needs Students
Standardized Tests
Student Evaluation
Teachers
Time
Treatments
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Summary:In the current study, 206 special education teachers in Kentucky completed a one-page survey examining the amount of time and effort required on that state's alternate assessment. Additional questions on the survey addressed teaching experience, score, student involvement, and other factors relating to the Alternate Portfolio. The results of this research revealed that teachers spend a significant number of hours outside of class time completing one portfolio. However, teacher hours are only minimally related to students' scores on the portfolio. Instead, instructional variables (student involvement, extent to which portfolio items are embedded into instruction, and teacher's perceived benefit of the portfolio to the student) are strongly related to student scores. Finally, we present implications of these findings for practice and teacher preparation.
ISSN:0014-4029
2163-5560
DOI:10.1177/001440290106700305