The influence of the Tennessee comprehensive assessment program-alternate portfolio assessment on the education of students with significant disabilities in Tennessee public schools
This study investigated the impact of the Tennessee alternate assessment system (TCAP-Alt PA) on the education of students with significant disabilities. The purposes of the study were to identify how the alternate assessment portfolio impacts curriculum and instruction and how results of the assessment are used. Additionally, the study sought to identify relationships between teacher training and perceptions and student achievement. Information reflecting teachers' concerns and suggestions regarding the instrument were also gathered. Finally, the study investigated the role teachers' demographics play on perceptions of the Tennessee alternate assessment. The sample (n=169) consisted of special education teachers across Tennessee with experience implementing the TCAP-Alt portfolio assessment. Participants completed a survey instrument in order to identify teachers' perceptions of the TCAP-Alt PA. Data collected from the surveys was analyzed both descriptively and inferentially in order to obtain results. The results of this study indicated that special education teachers believe the TCAP-Alt PA is having an impact on the curriculum and instruction of students with significant disabilities. The TCAP-Alt PA also contributes to how teachers make educational decisions regarding the development of the Individualized Education Plan. Additionally, participants reported that the alternate assessment system has had both positive and negative implications in the classroom. Finally, the study found that teachers do not feel their knowledge has increased regarding the general curriculum, and teacher demographics did not have an impact on teachers' overall perceptions of the assessment instrument. The study concluded by providing recommendations for further research in the area of alternate assessment. More research should be conducted regarding the TCAP-Alt PA and other portfolio assessment systems. Additionally, research is needed in order to compare the TCAP-Alt PA with other states alternate assessment systems. An investigation of the different types of alternate assessments is needed in order to identify what is most effective for students with significant disabilities. Clearly, alternate assessment has an impact on the education of students with significant disabilities and further investigation must be conducted in order to best meet the needs of this population.
Special education|Teacher education
Karee Marie Orellana,
"The influence of the Tennessee comprehensive assessment program-alternate portfolio assessment on the education of students with significant disabilities in Tennessee public schools"
ETD Collection for Tennessee State University.