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Links for Academic Learning (LAL): A Conceptual Model for Investigating Alignment of Alternate Assessments Based on Alternate Achievement Standards
Author(s) -
Flowers Claudia,
Wakeman Shawnee,
Browder Diane M.,
Karvonen Meagan
Publication year - 2009
Publication title -
educational measurement: issues and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.158
H-Index - 52
eISSN - 1745-3992
pISSN - 0731-1745
DOI - 10.1111/j.1745-3992.2009.01134.x
Subject(s) - mathematics education , academic achievement , computer science , academic standards , psychology , learning standards , pedagogy , higher education , political science , curriculum , law
This article describes an alignment procedure, called Links for Academic Learning (LAL), for examining the degree of alignment of alternate assessments based on alternate achievement standards (AA‐AAS) to grade‐level content standards and instruction. Although some of the alignment criteria are similar to those used in general education assessments, modifications to these criteria as well as additional unique criteria are incorporated because of the needs of the students with significant cognitive disabilities. This article addresses the alignment challenges that are specific to AA‐AAS, the rationale for the LAL alignment criteria, and a description of how the criteria are measured.