A validation study of the performance indicators and learner outcomes of Kentucky's alternate assessment for students with significant disabilities

The purpose of this study was to conduct an expert validation of Kentucky's alternate assessment for students with significant disabilities. Since 199 2, this has been the only fully operational, statewide alternate assessment system in the nation. A total of 44 national authorities in best practices for students with moderate and severe cognitive disabilities responded to this validation. This study revealed a high degree of professional congruen ce on the core of best practices embodied in the performance criteria for K entucky's alternate assessment. However, respondents raised concerns about the extent to which more limited learner outcomes had been identified for s tudents with significant disabilities, and whether the alternate assessment was sufficiently aligned to the general curricular expectations for all st udents. Finally, we present considerations for other states and local schoo l districts in the design of alternate assessments, as well as the specific revisions in content and scoring standards Kentucky has made to more clear ly address the relationship of its alternate assessment to the state's lear ning outcomes for all students.