Alternate Assessments

Significant NCEO Alternate Assessment Publications

NCEO has published more than 700 publications since it was first funded in 1990. Together, the publications reflect the evolving landscape of assessing students with disabilities. Several NCEO publications contributed to a change in assessment policy and practice across the years for the implementation of alternate assessments. Among these are:

  • A Comparison of State Assessment Systems in Maryland and Kentucky with a Focus on the Participation of Students with Disabilities (1996, Maryland-Kentucky Report 1) by J. Ysseldyke, M. Thurlow, R. Erickson, R. Gabrys, J. Haigh, S. Trimble, & B. Gong. https://nceo.info/Resources/publications/OnlinePubs/archive/AssessmentSeries/MDKY1.html
    • This report was one of the first to document the availability of alternate assessments in two states before alternate assessments were required by federal policy. It reflects initial thinking about the focus of assessments for students unable to participate in general assessments.
  • Questions and Answers: Tough Questions About Accountability Systems and Students with Disabilities (1996, Synthesis Report No. 24) by M. L. Thurlow, J. L. Elliott, J. E. Ysseldyke, & R. N. Erickson. https://nceo.info/Resources/publications/OnlinePubs/archive/Synthesis/synthesis24.html
    • This report was one of the first to directly state that all students with disabilities should be included in state assessment and accountability systems, with the recognition that some students might require a different assessment from the general assessment taken by most students.
  • Alternate Assessments for Students with Disabilities for Students Unable to Participate in General Large-Scale Assessments. (1996, NCEO Policy Directions #5) by M. Thurlow, K. Olsen, J. Elliott, J. Ysseldyke, R. Erickson, & E. Ahearn. https://nceo.info/Resources/publications/OnlinePubs/archive/Policy/Policy5.html
    • This brief highlights what an alternate assessment is and describes options for developing an alternate assessment for students unable to participate in the general district and state assessments that are used for accountability purposes.
  • Issues and Considerations in Alternate Assessments (1997, Synthesis Report No. 27) by J. E. Ysseldyke, K. R. Olsen, & M. L. Thurlow. https://nceo.info/Resources/publications/OnlinePubs/archive/Synthesis/Synthesis27.htm
    • This report, published just before the reauthorization of the Individuals with Disabilities Education Act in 1997 addressed 13 alternate assessment issues, such as making eligibility decisions, avoiding overuse, and assessing in reliable and valid ways.
  • Putting Alternate Assessments into Practice: What to Measure and Possible Sources of Data (1997, Synthesis Report 28) by J. E. Ysseldkye & K. Olsen. https://nceo.info/Resources/publications/OnlinePubs/archive/Synthesis/Synthesis28.htm
    • This report, published a few months after the enactment of IDEA 1997, highlighted four information-gathering procedures that might be used in alternate assessments.
  • State Alternate Assessments: Status as IDEA Alternate Assessment Requirements Take Effect (2000, Synthesis Report 35) by S.J. Thompson & M. L. Thurlow. https://nceo.info/Resources/publications/OnlinePubs/archive/Synthesis/Synthesis35.html
    • This report described the approaches states were taking, as of the year 2000 when the alternate assessment requirement took place. It helped to confirm that states adherence to the legal requirement to have alternate assessments in place by 2000 was being documented.
  • Models for Reporting the Results of Alternate Assessments Within State Accountability Systems (2001, Synthesis Report 39) by S. Bechard. http://nceo.info/Resources/publications/OnlinePubs/archive/Synthesis/Synthesis39.html
    • This report summarized six models for reporting the scores of students with disabilities participating in alternate assessments that existed in the year 2001, bring attention the need to report scores and the challenges in doing so.
  • Setting Standards on Alternate Assessments (2002, Synthesis Report 42) by E. Roeber. https://nceo.info/Resources/publications/OnlinePubs/Synthesis42.html
    • This report identified common standards-setting techniques (reasoned judgment, contrasting groups, modified Angoff, bookmarking or item mapping, body of work, and judgmental policy capturing) and how they might be applied to alternate assessments.
  • Use of Alternate Assessment Results in Reporting and Accountability Systems: Conditions for use Based on Research and Practice (2002, Synthesis Report 43) by R. Quenemoen, S. Rigney, & M. Thurlow. https://nceo.info/Resources/publications/OnlinePubs/Synthesis43.html
    • This report reviewed current (2002) understanding of the technical and policy considerations involved in high quality alternate assessment, based on research from early implementation and what were considered to be best practice approaches.
  • A Framework for Making Decisions About Participation in a State’s Alternate ELP Assessment (2021, NCEO Report 426) by K. K. Liu, S. Wolforth, M. L. Thurlow, C. Jacques, S. S. Lazarus, & D. August. https://nceo.umn.edu/docs/OnlinePubs/NCEOReport426.pdf PDF
    • This report provided information on how to identify which English learners who may have a most significant cognitive disability were eligible to take an alternate English language proficiency (alt-ELP) assessment.
  • White Paper on English Language Learners with Significant Cognitive Disabilities (2016) by M. L. Thurlow, L. L. Christensen, and V. V. Shyyan. https://nceo.umn.edu/docs/OnlinePubs/AAATMTWhite%20Paper.pdf PDF
    • This White Paper was developed by in collaboration with an alternate English proficiency assessment consortium to provide the member states with recommendations for ways to include their ELs with the most significant cognitive disabilities in an assessment of English language proficiency.