Although these alternate assessments of grade-level content based on alternate achievement standards have been in place for several years, little is known about the knowledge and skills of students wi
Research gap analysis derived from 3 education papers in our local library.
The gap
Although these alternate assessments of grade-level content based on alternate achievement standards have been in place for several years, little is known about the knowledge and skills of students with significant cognitive disabilities or
Consensus across the literature
Clustered from 3 gap mentions across 3 papers via embedding cosine ≥ 0.62.
Research trend
Established — well-defined area with open sub-problems.
Supporting evidence — 3 representative gaps
- Assessing Students With Significant Cognitive Disabilities on Academic Content (2010) · doi
Although these alternate assessments of grade-level content based on alternate achievement standards have been in place for several years, little is known about the knowledge and skills of students with significant cognitive disabilities or about the influence of these assessments on student learning.
Keywords: alternate assessments grade level content based achievement standards place several years little known knowledge skills - Audible Image Description as an Accommodation in Statewide Assessments for Students with Visual and Print Disabilities (2017) · doi
Methods Students in three western states in grades three through eight who had visual ( n = 117) or print ( n = 178) disabilities participated in an abbreviated test constructed of retired assessment questions in English language arts, mathematics, and science, that were aligned with each state's instructional standards, under conditions with and without standardized description of graphic images.
Keywords: three students western states grades eight visual print disabilities participated abbreviated test constructed retired assessment - Exposure to Literacy for Students Eligible for the Alternate Assessment (2018) · doi
All students with disabilities are required to access instruction related to the general curriculum; however, little is known about how this instruction actually occurs for students with significant intellectual disability, who would be eligible to participate in the alternate assessment based on alternate achievement standards.
Keywords: students instruction alternate disabilities required access related general curriculum little known actually occurs significant intellectual
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