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The Validation of an Alternate Assessment System
for Students with Significant Disabilities
Deborah E. Bennett,
Ph.D.
Melanie Davis, Ph.D.
Brian French, M. S.
Purdue University
Abstract
This article describes the psychometric characteristics
of the Indiana Assessment System of Educational Proficiencies (IASEP), an
alternate assessment system for students with significant disabilities.
Using responses from the statewide administration of IASEP, a profile
of 2048 students engaged in the alternate assessment is provided.
Alpha coefficients for domains fall consistently above .94 for all
disability and age groups evaluated.
Results from repeated measures MANCOVA support anticipated developmental
trends across IASEP domains with regard to disability and, secondarily,
to age. Moderate to high correlations
between IASEP and the Vineland Scales of Adaptive Behavior: Classroom Edition
(VABS:CE) also provide evidence for both convergent and divergent validity.
Discriminant analyses show similar functions for both the Vineland
and IASEP, providing further support for discriminant/construct validity
of the functional scales of IASEP.
If
you would like to receive a copy of the complete paper, please contact
Sarah Elko at elkos@purdue.edu
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