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Age of Accountability
Johnson (formerly, Gallaudet Research Institute) and Mitchell (Univ. of Redlands) have assembled an impressive array of experts from the fields of deaf education and evaluation in this edited volume. The contributors address the complexities of assessing students who are deaf in the current climate of accountability and high-stakes standardized testing. Topics include strategies for assessing academic achievement, selecting accommodations for instruction and testing, using universal design principles to increase validity of scores on large-scale assessments, using alternative assessments, and determining how this group of students fits into the context of No Child Left Behind. Eight case studies from various states illustrate the challenges and possible solutions for districts grappling with these issues. Although the content focuses on the evaluation of students who are deaf, many of the issues related to balancing the current federal emphasis on uniform academic standards with the needs of special populations apply to other students with disabilities, as well as to those who are English-language learners or whose cultural background is dissimilar to that of the majority of US students. An excellent reference for deaf educators, school psychologists, policy makers, and others involved in the educational assessment process. Summing Up: Highly recommended. Upper-division undergraduates and above.
Robert C. Johnson is former Research Editor at the Gallaudet Research Institute, Washington, DC.
Ross E. Mitchell is Assistant Professor in the School of Education at University of Redlands, Redlands, CA.
ISBN 978-1-56368-392-3, 1-56368-392-X, 7 x 10 casebound, 248 pages, tables, figures, references, index
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