Extending Principles of Evidence-Centered Design for Diverse Populations: K–12 English Learners with the Most Significant Cognitive Disabilities-Reference-Cited by-同舟云学术

Extending Principles of Evidence-Centered Design for Diverse Populations: K–12 English Learners with the Most Significant Cognitive Disabilities

Published:2024-05-22 Issue:3 Volume:29 Page:206-228
ISSN:1062-7197
Container-title:Educational Assessment
language:en
Short-container-title:Educational Assessment

Author:

Gholson Melissa L.¹^ORCID,Sova Lorraine²,Hauck Maurice Cogan³,Howley Linda⁴,Albee And Traci⁵

Affiliation:

1. Achievement & Assessment Institute, University of Kansas, Lawrence, KS, USA

2. English Language Learning Assessments, Educational Testing Service, Princeton, NJ, USA

3. ETS Solutions, Educational Testing Service, Princeton, NJ, USA

4. K-12 Assessments, Educational Testing Service, Princeton, NJ, USA

5. English Language Proficiency & Spanish Assessments, Sacramento, CA, USA

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/10627197.2024.2354297

Reference49 articles.

1. American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for Educational and Psychological Testing. Washington, D.C.: American Educational Research Association 978-0-935302-25-6.

2. Systematic Review of Interventions Involving Aided AAC Modeling for Children With Complex Communication Needs

3. Personalizing Large‐Scale Assessment in Practice

4. California Department of Education. (2014). California English Language Development Standards. https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf

5. California Department of Education. (2015). California alternate assessments of English language arts math and science: Item templates [unpublished manuscript].