Abstract
The alternate assessment based on modified academic achievement standards (AA-MAS) is the latest flexibility added to the No Child Left Behind Act and the Individuals with Disabilities Education Act. It allows schools to count up to 2% of the total student population as proficient against a modified achievement standard. This new assessment option has significant implications for both what the assessment is like and what must happen in instruction for students. This article provides a brief summary of the AA-MAS and what states are doing in the development of the AA-MAS. It also addresses the implications of the AA-MAS option for assessment development and for instruction.
Original language | English (US) |
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Pages (from-to) | 132-139 |
Number of pages | 8 |
Journal | Journal of Disability Policy Studies |
Volume | 19 |
Issue number | 3 |
DOIs | |
State | Published - Dec 2008 |
Keywords
- Accountability
- Assessment
- Modified achievement standards
- Standards-based IEP
- Universal design