The College of Education, Health and Human Sciences Announces the Final Examination of Shannon D. Buford for the degree of Doctor of Education
February 27, 2014 at 1:00 pm
405 Ball Hall, University of Memphis, Memphis, TN
Biographical Sketch
- B.S., Psychology, Mississippi State University
- M.Ed., Curriculum and Instruction, The University of Mississippi
- Ed.S., Curriculum and Instruction, The University of Mississippi
Advisor Committee
- Dr. Laura B. Casey, Ph.D, Assoc Professor, ICL, (Committee chair)
- Dr. Nicole Thompson, Ph.D, Asst Professor, ICL
- Dr. William Hunter, Ed.D, Asst Professor, ICL
- Dr. Robert Williamson, Ed.D, Asst Professor, ICL
Major Field of Study: Instruction and Curriculum Leadership-Special Education
Period of Preparation: 2009 – 2014
Comprehensive Examination Passed: December, 2012
Teacher’s Perceptions of One State’s Alternate (Portfolio) Assessment System: A Closer Look
Abstract
Since the reauthorization of IDEA (1997), educators have faced the challenge of creating access to the general curriculum and participation in statewide assessment systems for all students, including those with significant cognitive disabilities. All states have created alternate assessments for students with disabilities unable to participate in typical statewide assessments. The results of reviewed literature indicate that in order to improve the practices of alternate assessments, it is important to understand teachers’ perspectives about alternate assessments because teachers’ beliefs directly influence their implementation of alternate assessments in their classrooms (Harris & Curran, 2002).
The purposes of this study were to describe the (a) perspectives, self-reported classroom practices, and concerns of special education teachers who implement the alternate portfolio assessment; (b) perceptions of special education teachers regarding the benefits of the alternate portfolio assessment system; and (c) special education teachers specific suggestions for improving the alternate portfolio assessment system. A survey instrument was used to gather these data from a sample of special educators who had experience with this alternate assessment system.
Overall results of this investigation indicate teachers’ negative perceptions of the alternate portfolio assessment system. Additionally, teachers’ self-reported practices indicate a lack of collaboration with other colleagues in the assessment process and a lack of integration of standards-based in classroom instruction.