What do alternate assessments of alternate academic achievement standards measure? A multitrait-multimethod analysis

Journal article

Kettler, Ryan, Elliott, Stephen, Beddow, Peter, Compton, Elizabeth, McGrath, Dawn, Kaase, Kristopher, Bruen, Charles, Ford, Lisa and Hinton, Kent. (2010). What do alternate assessments of alternate academic achievement standards measure? A multitrait-multimethod analysis. Exceptional Children. 76(4), pp. 457 - 474. https://doi.org/10.1177/001440291007600405

Authors	Kettler, Ryan, Elliott, Stephen, Beddow, Peter, Compton, Elizabeth, McGrath, Dawn, Kaase, Kristopher, Bruen, Charles, Ford, Lisa and Hinton, Kent
Abstract	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.
Year	2010
Journal	Exceptional Children
Journal citation	76 (4), pp. 457 - 474
Publisher	SAGE Publications Inc.
ISSN	0014-4029
Digital Object Identifier (DOI)	https://doi.org/10.1177/001440291007600405
Scopus EID	2-s2.0-79955463556
Page range	457 - 474
Research Group	Institute for Learning Sciences and Teacher Education (ILSTE)
Place of publication	United States of America

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