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dc.contributor.authorN. Elliott, Stephen
dc.contributor.authorDavies, Michael
dc.contributor.authorJ. Kettler, Ryan
dc.contributor.editorMichael Davies and Stephen Elliott
dc.date.accessioned2017-05-03T11:53:58Z
dc.date.available2017-05-03T11:53:58Z
dc.date.issued2012
dc.date.modified2013-06-02T23:53:23Z
dc.identifier.issn1034912X
dc.identifier.doi10.1080/1034912X.2012.654934
dc.identifier.urihttp://hdl.handle.net/10072/48102
dc.description.abstractAustralian legislation and educational policies may espouse, but not yet fully enact, inclusive assessments for all. In relation to the National Assessment Program for Literacy and Numeracy (NAPLAN), for example, almost 5% of students are either exempt or withdrawn. The achievement levels of these students, many of whom have disabilities, are not being accurately benchmarked. In contrast, the United States, for more than a decade, has been developing and applying a range of strategies in an effort to provide assessment for all students. Lessons from these experiences are summarised, and three key strategies are provided, to assist the Australian Curriculum, Assessment, and Reporting Authority (ACARA) and associated testing authorities in promoting the development and implementation of a more effective and inclusive assessment regime for all Australian students.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom7
dc.relation.ispartofpageto19
dc.relation.ispartofissue1
dc.relation.ispartofjournalInternational Journal of Disability, Development and Education
dc.relation.ispartofvolume59
dc.rights.retentionY
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchSpecial education and disability
dc.subject.fieldofresearchSocial work
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode390411
dc.subject.fieldofresearchcode4409
dc.titleAustralian students with disabilities accessing NAPLAN: Lessons from a decade of inclusive assessment in the United States
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.date.issued2012
gro.hasfulltextNo Full Text
gro.griffith.authorDavies, Michael D.


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