2019 TASH Conference: Alternative Assessment: What Purpose is...

Each year, the TASH Conference brings together our constituents to share resources and success stories, learn about field-driven best practices, and network within a community engaged in shared values. The Conference is attended by passionate leaders, experts, and advocates from every corner of the disability community. Conference attendees are influential in their fields and communities, and play an important role in the provision of services and supports for the millions of individuals and organizations around the world; and include professors and researchers from leading institutions; those involved in local, state, and federal governments and public policy; special and general educators, and school administrators; self-advocates, adult service providers; students, family members, and many others. This year’s conference theme, Building Diverse and Inclusive Communities, reminds us that equity, opportunity, and inclusion relies on the input of broad perspectives and experiences.

Alternative Assessment: What Purpose is it Serving?

Alternate assessment has been promoted as an opportunity for increasing expectations, providing equal access to curriculum, improving instructional programs, and increasing consideration of students with SSN in policy (Browder et al., 2003). Despite these promises, students with significant support needs remain excluded from many general education settings, raising questions about the actual impact of alternate assessment policy on students' experiences in schools. While a great deal of research has been published examining the validity of various alternate assessments, very little attention has been given to the effects of alternate assessment policy on students' access to meaningful curriculum in general education settings. In this presentation, we provide (a) an overview of research that has been conducted on the implementation of alternate assessment, and (b) a critical analysis of alternate assessment policy, regulations, and implementation. Discussion will highlight the need for research on the effects of alternate assessment on decisions about curriculum and inclusion for students with SSN.

Presenters

Jessica McQueston

Lingyu Li

Graduate Student, University of Wisconsin-Madison

Yuewn-Lann Yang

Katie Barofsky

Graduate Student, University of Wisconsin- Madison

Sarah Bubash

Graduate and Research Assistant, University Of Wisconsin-Madison

I am a second year special education doctoral student at the University of Wisconsin-Madison. Previous to deciding to return to graduate school I was a public school special education teacher for 10 years. I am passionate about inclusion for our students with the most significant... Read More →

Weihao Xin

Student, East China Normal University; UW-Madison

Neha Pant

Doctoral Student, University of Wisconsin - Madison

I am a second year doctoral student in special education, from India. I have a Masters in Education with a specialization in Curriculum and Pedagogy. I have worked as a teacher in segregated as well as integrated schools in India. My areas of interest are teacher education and inclusion... Read More →