Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

David Weintraub

Abstract

Assessments are one of the vital pillars of education but often are designed without the specific needs of students considered. Instruction is often differentiated for students with individualized education programs (IEPs), but rarely are assessments. Students in classes with IEPs in the social studies department at the project site school in the state of New York are performing below grade level. Teachers at this school are encouraged by the department chair to structure their assessments based on the Regents exam, which uses traditional assessment methods. The purpose of this case study was to investigate the perceptions of teachers regarding the implementation and use of alternative assessments to support students’ academic achievement in social studies classes. Guided by Davidson’s theory of interpretivism, data were gathered from interviews with seven social studies teachers regarding their perceptions of the use of alternative assessments to support students’ academic achievement in social studies classes and to support test preparation for New York state Regents exams. Data were also collected through document review of teachers’ lesson plans. Data analysis indicated that most teachers feel unprepared to use alternative assessments and teachers lack training or familiarity with alternative assessments. A professional development plan was created and implemented to train teachers on the design and implementation of alternative assessments with the goal of improving outcomes for students with IEPs. The results of this study have potential implications for positive social change that include increased use of alternative assessments at the local site to the benefit of students with IEPs.

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