ents 12 References AERA APA NCME American Educational Research Association American Psychological Association National Council on Measurement in Education 1999 Washington DC American Officers146 La ID: 884328
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1 Universally Designed Assessm ents 12 R
Universally Designed Assessm ents 12 References AERA, APA, NCME (American Educational Research Association, American Psychological Association, & National Council on Measurement
2 in Education). (1999). . Washington, DC
in Education). (1999). . Washington, DC: American Officers’ Large-scale Assessment Conference, Houston, TX. University of search and Development Center. r 2002, from the Wor
3 ld Wide Web: http://www.design.ncsu.edu
ld Wide Web: http://www.design.ncsu.edu . Paper presented at CCSSO Conference, (2001). Experimental analysis of the effects of testing accommodations on the scoreswithout disabil
4 ities. West Columbia, SC: Center for Re
ities. West Columbia, SC: Center for Rehabilitation Technology Services. (ERIC Document No. ED designed learning environments. Retrieved October 2002, from the World Wide Web: htt
5 p://jset.unlv.edu/16.4/hitchcock/first.h
p://jset.unlv.edu/16.4/hitchcock/first.html Kiplinger, V.L., Haug, C.A., & Abedi, J. (2000). l Meeting of the American Washington DC: Council of Chief State School Officers. Kor
6 etz, D., & Hamilton, L. (2000). Assessmp
etz, D., & Hamilton, L. (2000). Assessmperformance, and validity. Policy Analysis, 22 (3), Committee on Appropriate Test Use)Washington, DC: National Academy Press. Popham, W.J.,
7 & Lindheim, E. (1980). The test developm
& Lindheim, E. (1980). The test development. NCME Measurement in Education, 10 (4), 1-8 Rakow, S.J., & Gee T.C. (1987). Test science, not reading. Science Teacher, 54 (2), 28-31. Sc
8 hriver, K.A. (1997). Dynamics in documen
hriver, K.A. (1997). Dynamics in document design. John Wiley & Sons. Universally Designed Assessm ents 13 Thompson, S.J., Blount, A., & Thurlow, M.L. (2002). Minneapolis, MN:
9 National Center on Educational Outcomes.
National Center on Educational Outcomes. Thompson, S. J., Johnstone, C. J., & Thurlow, M. L. (2002). Universal design applied to large scale assessments of Minnesota, National Cen
10 ter on Educational Outcomes. Retrieved O
ter on Educational Outcomes. Retrieved October 2002, from the World Wide Web: http://education.umn.edu/NCEO/OnlinePubs/Synthesis44.html Thompson, S.J., Quenemoen, R.F., ThurloAlterna
11 te assessments for Thompson, S., & Thur
te assessments for Thompson, S., & Thurlow, M., (2002). Universally designed assessments: Better Outcomes. Retrieved October 2002, from the World Wide Web: http://education.umn.e
12 du/NCEO/OnlinePubs/Policy14.htm Minn
du/NCEO/OnlinePubs/Policy14.htm Minneapolis, MN: National Center Thurlow, M., Quenemoen, R., Thompson, S., & Lehr, C. (2001). Principles and characteristics of inclusive assess
13 ment and accountability systems Minneap
ment and accountability systems Minneapolis, MN: University of Minnesota,Retrieved October 2002, from the World Wide Web: http://education.umn.edu/NCEO/OnlinePubs/Synthesis40.html
14 Thurlow, M.L., Lazarus, S., Thompson,
Thurlow, M.L., Lazarus, S., Thompson, S., & Robey, J. (2002). 2001 state policies on assessment participation and accommodations Minneapolis, MN: University of Minnesota,Retriev
15 ed October 2002, from the World Wide Web
ed October 2002, from the World Wide Web: http://education.umn.edu/NCEO/OnlinePubs/Synthesis46.html ). A summary of research on test changes: An Willingham, W.W., Ragosta, M., B