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The Philosophical Underpinnings and Key Features of the Dynamic Learning Maps Alternate Assessment by Neal M. Kingston, Meagan Karvonen, Sue Bechard & Karen A. Erickson - 2016The Dynamic Learning Maps™ Alternate Assessment is based on a different set of guiding principles than other assessments. In this article we describe its characteristics and look at the history of alternate assessment and the problems in implementing useful assessment programs for students with significant cognitive disabilities. To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Neal Kingston
University of Kansas
E-mail Author
NEAL KINGSTON is a Professor in the Educational Psychology Department at the University of Kansas and serves as Director of the Achievement and Assessment Institute. His research focuses on improving large-scale assessments so they better support student learning, especially by using fine-grained learning maps as an organizing structure for formative assessment. Before coming to the University of Kansas in 2006, Kingston worked at several educational testing companies and was Associate Commissioner for Curriculum and Assessment at the Kentucky Department of Education during the early years of the Kentucky Educational Reform Act.
- Meagan Karvonen
Center for Educational Testing and Evaluation
E-mail Author
MEAGAN KARVONEN is the Director of the Dynamic Learning Maps project and also Associate Director of the Center for Educational Testing and Evaluation. Most of her research focuses on validity, with emphases on issues of fairness, opportunity to learn, and the implications of assessment and accountability policy for students with disabilities and their teachers. Recent publications examined factors associated with students’ access to the general curriculum and with student outcomes on alternate assessments.
- Sue Bechard
Dynamic Learning Maps™
E-mail Author
SUE BECHARD, PhD, is currently serving as Senior Advisor for the Dynamic Learning Maps™. Previously, she worked at Measured Progress where she directed the Office of Inclusive Educational Assessment and led research and development grants to investigate issues related to large-scale assessment and students in special populations. Prior experience includes state supervisor of special education, professor, and classroom teacher, focusing on standards and assessment for students with disabilities.
- Karen Erickson
University of North Carolina at Chapel Hill
E-mail Author
KAREN ERICKSON is Yoder Distinguished Professor and Director, Center for Literacy and Disability Studies at the University of North Carolina at Chapel Hill. A former teacher of children with significant disabilities, her research addresses literacy and communication assessment and intervention for all students including students with complex communication needs and significant cognitive disabilities.
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