1. Technical Adequacy of Alternate Assessments Based on Modified Academic Achievement Standards (AA-MAS): Considerations Edynn Sato, Ph.D. Alternate Assessments Based on Modified Academic Achievement Standards: GSEG Project Kick-off Washington, D.C. January 16, 2008

2. 2 AA-MAS technically adequate? Consider… 1.WHO—Are the right students being identified for the assessment? 2.WHAT—Does the assessment align with grade-level academic content standards? Have the students had the appropriate opportunity to learn the grade-level standards-based content? 3.HOW—Does the assessment address student access needs and improve student access to the assessed content? Is the assessment sufficiently more valid for the targeted student population? 4.SO WHAT—Does the assessment yield consistent, accurate scores, and yield outcomes that are congruent with the uses of the results?

3. 3 AA-MAS development—rethinking (re-conceptualizing)… Committee composition and contribution (including state technical advisory committee) Content parameters and expectations Interactions among the students, the content, and the assessment Data collection and analysis (methods, procedures, triangulation)

4. 4 Rethinking (re-conceptualizing) continued There appears to be substantial but not total overlap between the procedures and criteria appropriate and essential for the development and review of assessments for students with disabilities versus their regular education counterparts Technical considerations for assessments for students with disabilities should include psychometric, content, and population perspectives

5. 5 Questions? Edynn Sato WestEd 415-615-3226 esato@wested.org