The Status of Development of Common State Alternate Achievement Standards and Alternate Assessment System for Students with the Most Significant Cognitive Disabilities in the United States

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  • MIKI Miharu
    Graduate School of Comprehensive Human Science, University of Tsukuba
  • YONEDA Hiroki
    Faculty of Human Sciences, University of Tsukuba

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  • 米国における重度認知機能障害児のための各州共通代替達成スタンダードと評価システム開発の現状
  • ベイコク ニ オケル ジュウド ニンチ キノウ ショウガイジ ノ タメ ノ カク シュウ キョウツウ ダイタイ タッセイ スタンダード ト ヒョウカ システム カイハツ ノ ゲンジョウ

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Abstract

<p>The purpose of this paper is to clarify the current status of the development of Alternate Assessment System based on Common State Alternate Achievement Standards in the U.S. The DLM Alternate Assessment System used a probability model called Dynamic Learning Maps to aid in the inference of diverse learning progressions of Students with the Most Significant Cognitive Disabilities. The development of the initial map began with the CCSS, Nodes were created around the key ideas contained in the CCSS wording to serve as learning objectives for Students with the Most Significant Cognitive Disabilities, which were then linked to the DLM Essential Elements. There were a few cases that seemed to be difficult to deal with CCSS and DLM Essential Elements. It was thought that the emphasis should be on the ways in which Students with the Most Significant Cognitive Disabilities can achieve with the help of their life contexts, people, and objects. It was also thought that they needed a teaching and assessment system that would allow them to grow in a way that was more familiar to general education.</p>

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