What We Know and Need to Know about Alternate Assessment

Abstract

This article reviews promises, practices, and provisos of alternate assessment as a basis for illustrating what we know and what we need to know about measuring progress of students with disabilities in statewide assessment programs. In 19 data-based studies, professionals have begun to document the impact that alternate assessment is having on school reform and policy in general and to expectations, access to the general curriculum, and instruction for students with disabilities, especially those with significant cognitive impairments. At this juncture, there are insufficient data to report with confidence that alternate assessment will live up to its promises. Based on the data at hand, we offer recommendations for future research and a clearer focus on what we need to know to improve the outcomes of alternate assessments.