| The Massachusetts Comprehensive Assessment System-Alternate (MCAS-Alt) has been developed to assess students in Massachusetts who are unable to take the standard assessment, with or without accommodations, and require a different means of demonstrating their progress on the same state curriculum standards as other students in Massachusetts. This study surveyed special education teachers who participated both in the alternate assessment process and the associated scoring process to determine the impact of the preparation of these assessments on teachers. The survey was developed to determine the self-reported practices, perspectives, and concerns of special education teachers regarding this new responsibility.; Results were analyzed and reported using descriptive statistics to determine how teachers used the process to improve educational outcomes for students with significant disabilities and how they incorporated the process into their other special education documentation requirements.; The findings of this study were similar to prior research in other states. Common teacher concerns included time, paperwork, and administrative support. Unique concerns of this sample included those related to the scoring process. Recommendations for professional development and further study are offered. |
