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dc.contributor.authorDavies, Michaelen_US
dc.date.accessioned2017-05-03T11:53:58Z
dc.date.available2017-05-03T11:53:58Z
dc.date.issued2012en_US
dc.date.modified2013-08-29T22:34:14Z
dc.identifier.issn1030-0112en_US
dc.identifier.doi10.1017/jse.2012.7en_US
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for all; however, in relation to NAPLAN, almost 5% of students, many of whom have disabilities, are either exempt or withdrawn.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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent620866 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherCambridge University Pressen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom62en_US
dc.relation.ispartofpageto78en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalAustralasian Journal of Special Educationen_US
dc.relation.ispartofvolume36en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchSpecial Education and Disabilityen_US
dc.subject.fieldofresearchcode130312en_US
dc.titleAccessibility to NAPLAN assessments for students with disabilities: A 'fair go'en_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 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.en_US
gro.date.issued2012
gro.hasfulltextFull Text


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