What Do Alternate Assessments of Alternate Academic Achievement Standards Measure? A Multitrait—Multimethod Analysis

This study featured validity evidence for scores from states' alternate assessments of alternate academic achievement standards (AA-AASs). It evaluated students from 6 states who were eligible for an AA-AAS concurrently with measures of academic competence and adaptive behavior. The investigato...

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Bibliographic Details
Published in:Exceptional children 2010-07, Vol.76 (4), p.457-474
Main Authors: Kettler, Ryan J., Elliott, Stephen N., Beddow, Peter A., Compton, Elizabeth, McGrath, Dawn, Kaase, Kristopher J., Bruen, Charles, Ford, Lisa, Hinton, Kent
Format: Article
Language:English
Subjects:
Academic Ability
Academic Achievement
Academic Standards
Achievement Tests
Adjustment (to Environment)
Alternative Assessment
Arizona
Communication Skills
Competence
Control Groups
Daily Living Skills
Disabilities
Education
Educational evaluation
Educational Research
Elementary School Students
Evaluation
Examinations
Federal Legislation
Federal Programs
Hawaii
Idaho
Indiana
Individualized Education Programs
Individualized Instruction
Interpersonal Competence
Learning
Mathematics Achievement
Measurement Techniques
Mental Retardation
Middle School Students
Mississippi
Multitrait Multimethod Techniques
Nevada
No Child Left Behind Act 2001-US
Psychomotor Skills
R&D
Reading Achievement
Research & development
Scores
Special Needs Students
Student Adjustment
Students with Disabilities
Thinking Skills
Validation studies
Validity
Vineland Adaptive Behavior Scales
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Summary:This study featured validity evidence for scores from states' alternate assessments of alternate academic achievement standards (AA-AASs). It evaluated students from 6 states who were eligible for an AA-AAS concurrently with measures of academic competence and adaptive behavior. The investigators also assessed students with disabilities who were not eligible for an AA-AAS by using the same measures, as well as by using general achievement tests. The main findings included that AA-AAS reading and math scores may reflect a unitary construct, that AA-AAS scores are highly related to adaptive behavior but also relate to academic competence and achievement, and that all these scores represent unique but overlapping constructs. These results have implications for AA-AAS developers and teachers working with students with significant cognitive disabilities.
ISSN:0014-4029
2163-5560
DOI:10.1177/001440291007600405