References

Further Reading ¦ Biographies

AERA, APA and NCME (1999). Standards for educational and psychological testing. New York: AERA.

Burk, M. (1999). Computerized test accommodations: A new approach for inclusion and success for students with disabilities. Washington, D.C., A.U. Software, Inc.

Crawford, L., Tindal, G., Stieber, S. (2001). Using timed oral readings to predict student performance on statewide achievement tests. In press.

Ruiz-Primo, M. A., Schultz, S. E., Shavelson, R. J. (1997). Concept map-based assessment in science: Two exploratory studies. Los Angeles, CA. CRESST.

Russell, M. and Plati, T. (2000). Mode of administration effects on MCAS composition performance for grades four, eight and ten. Wellesley, MA, Massachusetts Department of Education.

Tindal, G., Heath B., Hollenbeck, K., Almond, P., Hamiss. M. (1998). Accommodating students with disabilities on large-scale tests: An experimental study. Exceptional Children, 64: 439-450.

USDOE Cohen. M. and Heumann, J.E. (2001). Clarification of the role of the IEP team in selecting individual accommodations, modifications in administration, and alternate assessments for state and district-wide assessments of student achievement. U.S. Department of Education.

Vygotsky, L. (1962). Thought and language. Cambridge. MA, MIT Press.

Further Readings:

• Rose, D H., A. Meyer, G. Rappolt and N. M. Strangman (2001 in press). Teaching every student in the digital age: Universal Design for Learning, ASCD Press.
• Thurlow, M. L. and D. R. Johnson (2000). High-stakes testing of students with disabilities. Journal of Teacher Education, 51 (4): 305-314.
• Dolan, R. P. & D. H. Rose (2000). Accurate assessment through Universal Design for Learning. Journal of Special Education Technology, 15 (4). http://jset.unlv.edu/15.4/asseds/rose.html.
• Fuchs, L. S., and Fuchs, D. (2001). Helping teachers formulate sound test accommodation decisions for students with learning disabilities. Learning Disabilities: Research and Practice, 16 (3): 174-181.
• Disability Rights Advocates (2001). Do no harm: High stakes testing and students with learning disabilities. Oakland, CA, DRA. http://www.dralegal.org/publications/dnh.pdf.
• Bennett, R. E. (2001). How the Internet will help large-scale assessment reinvent itself. Education Policy Analysis Archives, 9 (5). http://epaa.asu.edu/epaa/v9n5.html.
• IDEA-Partnerships and CEC (2000). Making assessment accommodations: A toolkit for educators. Reston, VA, The Council for Exceptional Children.
• Tindal, G. (1998). Models for understanding task comparability in accommodated testing. Eugene, OR: Behavioral Research and Teaching.
• CAST's Website for additional information on UDL: http://www.cast org/UDL/

Biographies:

Robert P. Dolan, Ph.D. has bridged the fields of neuroscience and computer science in his capacities as lab director, research scientist, and software engineer. Dr. Dolan joined CAST as a senior research scientist in 2000 to develop improved methods for assessing students and using assessment results to inform instruction. He earned his Ph.D. in brain and cognitive sciences at M.I.T. in 1992.

Tracey E. Hall, Ph.D. joined CAST in June of 2001 as a senior research scientist/instructional designer. Her research interests center on informing instructional design through appropriate formative assessment and effective integration of students with disabilities in schools. Tracey Hall earned her Ph.D. at the University of Oregon in Special Education.