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dc.contributor.authorDavies, Michael
dc.date.accessioned2017-05-03T11:53:58Z
dc.date.available2017-05-03T11:53:58Z
dc.date.issued2012
dc.date.modified2013-08-29T22:34:14Z
dc.identifier.issn1030-0112
dc.identifier.doi10.1017/jse.2012.7
dc.identifier.urihttp://hdl.handle.net/10072/47982
dc.description.abstractA National Assessment Program for Literacy and Numeracy (NAPLAN) that requires assessment of all students in Years 3, 5, 7, and 9 is now firmly established on the Australian educational landscape. Australian legislation and policies promote inclusive assessments for all; however, in relation to NAPLAN, almost 5% of students, many of whom have disabilities, are either exempt or withdrawn. Those students with disabilities that are assessed are provided only basic testing accommodations under special considerations, and the achievement levels of these students are not accurately benchmarked. Lessons from experiences in the United States can assist in the development of a more effective and inclusive assessment regime. A range of strategies, including testing accommodations and modifications, needs to be applied to ensure access to NAPLAN assessment for all students.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent620866 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherCambridge University Press
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom62
dc.relation.ispartofpageto78
dc.relation.ispartofissue1
dc.relation.ispartofjournalAustralasian Journal of Special Education
dc.relation.ispartofvolume36
dc.rights.retentionY
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchSpecial education and disability
dc.subject.fieldofresearchOther Education
dc.subject.fieldofresearchCognitive and computational psychology
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode390411
dc.subject.fieldofresearchcode3999
dc.subject.fieldofresearchcode5204
dc.titleAccessibility to NAPLAN assessments for students with disabilities: A 'fair go'
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2012 Australian Association of Special Education. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.date.issued2012
gro.hasfulltextFull Text
gro.griffith.authorDavies, Michael D.


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