Participation in Statewide Assessments: Views of District-Level Personnel

Abstract

Federal requirements for the inclusion of students with disabilities in state and district assessments have created a need for increased attention to the processes used by local district personnel for participation and accommodation decisions. This article reports findings of an investigation of the views of teachers, administrators, and assessment personnel about issues stemming from the participation of students with disabilities in large-scale assessments. Participants responded to surveys and interview questions as part of a program of in service training and consultation on assessment decisions. Findings suggest that local personnel are giving increasingly careful consideration to: (a) appropriateness of curriculum choices, (b) assessment option(s) that best match instructional choices, and (c) responsible use of accommodations for instruction and assessment. Participants saw increased opportunities for meaningful assessment and potential challenges in managing the logistics and consequences of participation and accommodation decisions. Results are discussed with implications for educational diagnosticians and assessment personnel in future decision-making roles.

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