Book Review: Curriculum and Assessment for Students with Moderate and Severe Disabilities,Alternate Assessment: Measuring Outcomes and Supports for Students with Disabilities
Restricted accessBook reviewFirst published online December, 2001
Book Review: Curriculum and Assessment for Students with Moderate and Severe Disabilities,Alternate Assessment: Measuring Outcomes and Supports for Students with Disabilities
Barksdale-LaddM. A.ThomasK. F. (2000). What's at stake in high-stakes testing. Journal of Teacher Education, 51(5), 384–397.
2.
SmithM. L.FeyP. (2000). Validity and accountability in high-stakes testing. Journal of Teacher Education, 51(5), 334–344.
3.
FordA.DavernL.SchnorrR. (2001). Learners with significant disabilities: Curricular relevance in an era of standards-based reform. Remedial and Special Education, 22, 214–222.
4.
KampferS. H.HorvathL. S.KleinertH. L.KearnsJ. F. (2001). Teachers' perceptions of one state's alternate assessment: Implications for practice and preparation. Exceptional Children, 67, 361–374.
5.
KleinertH.HaighJ.KearnsJ.KennedyS. (2000). Alternate assessments: Lessons learned and roads to be taken. Exceptional Children, 67, 51–66.
6.
KleinertH.KearnsJ. (1999). A validation study of the performance indicators and learner outcomes of Kentucky's alternate assessment for students with signficant disabilities. The Journal of the Association for Persons with Severe Handicaps, 24, 100–110.
7.
ThompsonS.ThurlowM. (2001). 2001 state special education outcomes: A report on state activities at the beginning of a new decade. University of Minnesota, Minneapolis: National Center on Educational Outcomes.
