Use of Alternate Assessment Results in Reporting and Accountability Systems: Conditions for Use Based on Research and Practice (NCEO Synthesis Report)
TITLE Use of Alternate Assessment Results in Reporting and Accountability Systems: Conditions for Use Based on Research and Practice. Synthesis Report. INSTITUTION National Center on Educational Outcomes, Minneapolis, MN. SPONS AGENCY Special Education Programs (ED/OSERS), Washington, DC. REPORT NO NCEO-43 PUB DATE 2002-05-00 NOTE 37p.; In collaboration with: the Council of Chief State School Officers (CCSSO) and the National Association of State Directors of Special Education (NASDSE). CONTRACT H326G000001 AVAILABLE FROM National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Rd., Minneapolis, MN 55455. For full text: http://education.umn.edu/NCEO/OnlinePubs/ Synthesis43.html. PUB TYPE Guides Non-Classroom (055) EDRS PRICE EDRS Price MF01/PCO2 Plus Postage. DESCRIPTORS *Accountability; *Disabilities; Educational Assessment; *Educational Testing; Elementary Secondary Education; *Evaluation Methods; Program Development; Scoring; Standards; Student Evaluation; Student Participation; Testing Accommodations IDENTIFIERS Kentucky; North Carolina; Wyoming
Assessment of Progress in the General Curriculum for Students With Disabilities
Legislative initiatives and federal regulations require states to provide students with disabilities access to the general curriculum and to include all students in state assessment systems. Assessing the progress in the general curriculum for students with disabilities challenges states to determine how academic standards apply to all students and to create universally designed assessments. Decisions regarding the use of accommodations, alternate assessments, and out-of-level testing continue to be discussed and debated. Implications for research include the continued development and use of universally designed assessments and instruction, the alignment of alternate assessments to state standards, an increase in the scope of progress monitoring to include students with significant disabilities, and the promotion of state standard attainment by students through effective teacher practices.
[Effects of dance exercise on exercise intention and exercise-related affect of postmenopausal women].
PURPOSE
A dance exercise program was performed to investigate the effects of exercise on exercise intention and exercise-related affect as these are important determinants of exercise behavior.


METHOD
The subjects were overweight (23< or =BMI< or =25) or obese (BMI> or =25) postmenopausal women (n=14), who participated in an exercise program from May, 2003 through November, 2003 at one public health center located in Kyong-gi Province. Data was analyzed with an SAS PC program.


RESULT
Exercise intention was significantly increased after the exercise program (t=-2.24, P=0.04). Exercise-related affect was also increased, but there was no statistically significant change (t=1.81, P=0.09).


CONCLUSION
This study suggests that exercise participation can increase the level of future exercise behavior by increasing exercise intention and exercise-related affect.