Alternate Assessment of Students with Significant Cognitive Disabilities: A Research Report

By Icylin Leslie Harding

There are increasing demands of accountability for improved student achievement, hence the challenges for governments, school systems, and educators to promote the development of teacher preparation and educational practices that assimilate precise strategies and alternate assessment tools for effective use in the classroom. This research study looks at the level and type of preparation given to teachers prior to the administering of the alternate assessment offered to students with significant cognitive disabilities to indicate students contribution to the schools academic progress or failure. Results of this study provide informative guidelines to all stakeholders in the business of training and preparing teachers to become more knowledgeable and efficient and hence demonstrate positive attitude toward this form of assessment.

• Language: English
• Publisher: Xlibris US
• Release date: Aug 20, 2016
• ISBN: 9781524525972

Icylin Leslie Harding

Dr. Icylin Leslie Harding, EdD, is a social worker; is an educator with over thirty years teaching at elementary, middle, and high school; has administrative experience. Recognizing from an early age that education and hard work were the only paths to upward mobility, she attended Church Teachers’ College, Mandeville, Jamaica, and earned a teaching diploma. She later changed career paths, attended the University of the West Indies, Mona, Jamaica, from which she earned a bachelor of science in social work. She subsequently worked with Children’s Services Division, Ministry of Health, where she served as regional director. She was honored with the governor general’s award for twenty-five years of outstanding service as a civil servant. Dr. Harding earned a master of education in reading specialist from Mercer University, Atlanta, and a doctorate in curriculum development and higher education from Argosy University, Atlanta. She also worked as adjunct professor at Northern Caribbean University and University of the West Indies School of Continuing Studies, Montego Bay. For the last fourteen years, Dr. Harding has taught students with significant cognitive disabilities and has been directly involved in administering alternate assessments to this group of students, hence her unyielding interest in conducting and publishing this research, with the expectancy that the results shared will be beneficial to all stakeholders and even more so to parents, policy makers, and educators of students with significant cognitive disabilities.

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Copyright © 2016 by Dr. Icylin Leslie Harding.

Library of Congress Control Number:   2016911655

ISBN:   Hardcover   978-1-5245-2599-6

   Softcover   978-1-5245-2598-9

   eBook   978-1-5245-2597-2

All rights reserved. No part of this book may be reproduced or transmitted

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without permission in writing from the copyright owner.

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Rev. date: 09/09/2016

Xlibris

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Contents

Acknowledgments

Foreword

Teachers’ Challenges in Administering Alternative Assessment

Chapter 1: The Problem

Problem Background

Theoretical Framework

Problem Statement

Purpose of the Study

Research Questions

Limitations of the Study

Delimitations of Study

Definition of Terms

Significance of Study

Summary

Chapter 2: Review of the Literature

The Historical Perspective of the Legal Framework Governing Alternate Assessments

Historical Overview of Georgia’s Implementation of the Alternate Assessment

Approaches to Alternate Assessment

Portfolio-Based Assessment

Teacher Preparation

Factors Influencing Teacher Attitudes

Teacher Experience

Summary

Chapter 3: Methodology

Research Design

Instrumentation

Pilot Study

Data-Collection Procedures

Assumptions

Data Analysis

Summary

Chapter 4: Findings

Restatement of the Purpose

Pilot Study

Research Question 1

Research Question 2

Thematic Extractions from Question 1 and Question 2

Theme 1: Teacher attitude played an important role in the administration of the Georgia Alternate Assessment.

Theme 2: Teacher experience is not a crucial factor.

Research Question 3

Thematic Extractions

Theme 1: Formal education had little influence on administering the Georgia Alternate

Assessment.

Theme 2: Differing perceived value in training.

Theme 3: Unfamiliarity with curriculum and Georgia Alternate Assessment.

Conclusion

Chapter 5: Study, Summary, and Recommendations

Conclusion

Research Question 1.

Research Question 2

Research Question 3

Implications for Practice

Implications for Research

Recommendations

References

Appendixes

Appendix A: Permission to Use Survey Tool

Appendix B: County Permission to Use Facilities

Appendix C: IRB Approval

Appendix D: Principal Permission to Use Facilities

Appendix E: Letter of Invitation

Appendix F: Informed Consent for Participants Age 18 and Older

Appendix G: Alternate Assessment Impact Survey

Appendix H: Open-Ended Questionnaire

Tables

Table 1. Alternate assessment systems used in different states

Table 2.   The attitudes of elementary school teachers on how to administer the alternate assessment

Table 3.   The attitudes of middle school teachers on how to administer the alternate assessment

Table 4.   The attitudes of high school teachers on how to administer the alternate assessment

Table 5.   Teaching experience and teacher attitude 1

Table 6.   Teaching experience and teacher attitude 2

Table 7.   Teaching experience and teacher attitude 3

Table 8.   Teaching experience and teacher attitude 4

Table 9.   Teaching experience and teacher attitude 5

Table 10.   Teaching experience and teacher attitude 6

Table 11.   Teaching experience and teacher attitude 7

Table 12.   Teaching experience and teacher attitude 8

Table 13.   Teaching experience and teacher attitude 9

Table 14.   Teaching experience and teacher attitude 10

Table 15.   Teaching experience and teacher attitude 11

Table 16.   Teaching experience and teacher attitude 12

Table 17.   Teaching experience and teacher attitude 13

Table 18.   Teaching experience and teacher attitude 14

Table 19.   Teaching experience and teacher attitude 15

Table 20.   The composition of teacher participants at school level

Figures

Figure 1:   School District Demographics

Figure 2:   Demographics of Participants

The education system continues to face challenges to use the right strategies for both instruction and assessment of students. It is no wonder why Dr. Harding, after spending many years as a teacher with both ‘regular’ students and students with significant cognitive disabilities has decided to investigate the relationship between teacher preparation and administering alternate assessment. Assessing students is a very critical aspect of educating students . It is definitely a mammoth task because ‘one shoe’ does not fit all. Dr. Harding has been very strong on the subject with the intention to capture the curious minds of educators who share her concerns that we must continue seek to be highly qualified to serve our student in this 21st century.

Thelma Lewis

Over the past decade, educational assessment has become essential for holding schools accountable for teaching all students. This research highlights the need for continuous training of teachers in how to incorporate alternate assessment in their daily instruction to ensure that students with significant cognitive disabilities assess the general curriculum in meaningful ways.

Dr. Sandra Martin

This research book is an exceptional resource for special education teachers or anyone who is interested in assessing students with significant cognitive disabilities. There is a wealth of information contained in this book that is based on extensive research and professional experience. The information found in this book is timely and pertinent at a time when there is a need for special education teachers who can effectively administer alternate assessments to students with significant cognitive disabilities.

Dr. Harding’s book examines the relationship between teacher preparation, teacher experience and teacher attitude in administering alternate assessment to students with significant cognitive disabilities.

Based on the findings, the writer offers suggestions for educators in the area of special education to develop and share best practices in developing and administering the alternate assessment.

Joy Taylor-Roberts

I have known Dr. Icylin Harding for more than 40 years. It is with great pleasure that I write in support of her attempt to publish her book. Her record of continuous achievement as a teacher warrants this accomplishment. The information she provided in her work could greatly assist teachers in becoming more prepared in administering alternative assessments to cognitively challenged students.

Dr. Harding constantly strives for excellent and works diligently to help others. Her qualification and experiences are impressive and I believe she has represented her community very well.

Dr. Linette L. Leslie-Fondon

For many years assessing students especially those who are cognitively challenged has been a hot topic among educators. Dr. Harding, a dedicated and passionate educator, who has taught student with disability for many years, is no stranger to this issue. Therefore, it is on this premise she took on the challenge to research the relationship between teacher preparation and administering alternate assessments. As a fellow educator, I certainly thank and endorse Dr. Harding on the findings and the positive lead that she has taken to stir other educators to continue to seek and implement other methods of instructing and assessing both to regular and special needs students.

Claudia Wynter-McKay

The purpose of this descriptive study was to examine the relationship between teacher preparation, teacher experience, and teacher attitude, in administering alternate assessment to students with significant cognitive disabilities. The study used a purposive and convenient sampling of forty-two participants currently administering GAA to students with significant cognitive disabilities in one school district. Teacher experience had limited influence on the attitude of teachers in administering the alternate assessment. Teacher preparation, training, and staff development were the main methods of preparing teachers for administering the alternate assessment, rather than college experience and education. Based on the findings, the researcher suggested the creation of collaborative and continuous opportunities for special education teachers to develop and share best practices in administering the alternate assessment.

To all committed special education teachers working with students with significant cognitive disability.

The idea of publishing this book was generated from the urge to share information gleaned from this study with policy makers, educators, parents and the community as a whole. However, I was further propelled to do so by the encouragement of close colleagues who thought the study was excellent, informative and appealing. Also, after several years’ experience of working with teachers and assessing students with significant cognitive disabilities, my observation is that many teachers are challenged using the alternate assessment technique for varying reasons. Hence, the publishing of The Impact of Pedagogical Attitude on Alternate Assessment of Students with Significant Cognitive Disabilities.

Acknowledgments

I would like to express sincere gratitude to Dr. Joseph Balloun, chairperson of my graduate committee, for his guidance and assistance. Thank you for your patience and encouragement throughout this journey. Thanks to my committee members, Dr. Victoria Landu and Dr. Addie Davis, for your invaluable support and guidance in the planning and implementation of this research project. Special thanks to Dr. Jeannette Dubyak for the assistance given during the dissertation process. I wish to thank my cousin Thelma Lewis for your prayer and support. A special thanks to Dr. Carlene Graham for reading and giving valuable suggestions. Thanks to my friend and colleague Dr. Joy Taylor-Roberts for being optimistic