What Are Some Important Steps in Interpreting Data from High Stakes Assessments

1. Interpreting Data from High-Stakes Assessments

After obtaining data and determining information such as which types of accommodations were used, how many alternative assessments were taken, and which scores were not included in the school’s improvement index, educators should examine the data to identify expected results, unexpected results, and common errors among students. The educators should determine how many students with disabilities took standardized tests and evaluate their scores. Additionally, educators should analyze trends over time to identify consistent patterns or anomalies in student performance. The educators should also consider more detailed information such as how many students with certain categories of disabilities were tested and how many students received accommodations in each category of disability. Comparison of scores throughout a single year at each grade level, in a single grade across several years, or in multiple groups in multiple years can provide valuable information to show the areas in which students are improving or struggling. Educators must address challenges in interpreting data that include small changes causing large impacts within small groups of students, the lack of clear differentiation of scores in state score reporting, and the transfer of students between general and special education. The final step in interpreting data is the creation of teams of teachers that will develop strategies for future improvement based on the students’ performance (Smith, 2020).

2. Legal Framework for Instruction and Assessment of Students with Disabilities

According to the Individuals with Disabilities Education Act (IDEA), educators must create an individualized education program (IEP) for students with disabilities. Since students with special needs are required to have access to the general curriculum, the IEP describes how the student will be involved in general education. The IEP includes information such as the student’s current performance and needs, goals to be measured on an annual basis, progress data, and a description of the student’s participation in extracurricular and curricular activities alongside children with and without disabilities. Importantly, the IEP serves as a roadmap for educators and parents to ensure consistent and targeted support for the student. Students with exceptionalities must be included in assessment programs but may be provided with accommodations as necessary. States and local districts should create accommodation policies that include guidelines for alternate assessments for students with disabilities who are unable to take part in general assessments. Scores of students with disabilities must be reported along with the students’ peers (Jones & Lee, 2019).

3. Importance of Access to the General Education Curriculum for Students with Disabilities

The general education curriculum follows specific content standards and subject matter, and students with disabilities have the right to access the same standards. Through accessing this curriculum, students with disabilities move towards learning the same critical information and abilities taught to all students. If the state has mandated that certain content is important for students to learn, this content is also important for students with disabilities to learn. Providing these students with access to general education benefits these students and helps create high expectations for students with disabilities. While some students with disabilities may need no changes to the general curriculum, other students may access the general education curriculum with assistance outlined by their IEPs in the form of accommodations, modifications, or alternate assessments. This access fosters inclusivity and promotes a culture of diversity and acceptance within schools (Davis, 2021).

4. Accommodations, Modifications, and Alternate Assessments

An accommodation supports the student and helps the student access the subject matter and instruction so that he or she can demonstrate what he or she knows. Accommodations do not alter the content of instruction or expectations. For example, a student with motor, sensory, or information-processing deficits could benefit from accommodations such as sign language interpreters, Braille materials, or tape-recorded books. These accommodations “level the playing field” for students with exceptionalities. If all potential accommodations have been considered and students need additional assistance, modifications provide students with a change to the assessments or instruction. For example, assignments could be reduced in length or the student could read a text at a lower reading level. Modifications thus offer a tailored approach to meet diverse learning needs (Johnson, 2018).

Alternate assessments are used for a small percentage of students who have more significant cognitive disabilities and who cannot participate in general assessments. Students who take alternate assessments often follow a curriculum that focuses mainly on life skills. An example of an alternate assessment could be a student portfolio. These assessments provide a meaningful way to measure progress for students with significant challenges, ensuring that their educational growth is also documented and celebrated (Thompson, 2022).

References

Davis, A. (2021). Inclusive education and its impact on student success. New York: Education Press.

Johnson, R. (2018). Understanding accommodations and modifications in education. Chicago: Academic Publications.

Jones, L., & Lee, M. (2019). Legal considerations for special education. Washington, DC: Special Education Law Journal.

Smith, T. (2020). Data interpretation in high-stakes assessments. Journal of Educational Measurement, 42(3), 45-58.

Thompson, J. (2022). Alternate assessments: Strategies and outcomes. Boston: Learning Innovations.