Teacher Survey of Consequential Validity

Alternate Assessment: Students with significant cognitive disabilities take an alternate assessment when they are unable to take the typical statewide assessments even with accommodations. Alternate assessments were first called for by the Individuals with Disabilities Education Act (1997) and later by the No Child Left Behind Act (2002). These assessments allow states to count up to 1% of students tested as “proficient” based on alternate achievement standards.
Purpose: The goal of this survey is to better understand the impact that Alaska’s alternate assessment is having on the educational programs of students with significant cognitive disabilities, and to discover if the assessment system works efficiently for educators. We would like to hear from Qualified Assessors and Qualified Mentor-Trainers on a number of issues that relate to the administration of the assessment and use of the results. In particular, six areas are addressed in this survey.

1. Training and Qualifications
2. Test Administration and Decision Making
3. Accessibility and Results
4. Instructional Relevance
5. Professional Development Needs
6. Teacher Demographics and Experiences

Confidentiality: Contact information (email address and phone number) will be gathered so that we can verify the quality of data collected and follow-up with questions where responses require clarification. Otherwise, all personal identification codes and contact information will be removed from the data file prior to analysis. The results will be summarized as a group and reported anonymously.

Time required to complete this survey is approximately 10-12 minutes.

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