Georgia Alternate Assessment (GAA)









Georgia Alternate Assessment (GAA)

The Georgia Alternate Assessment (GAA) is a key component of the Georgia Student Assessment Program. Under the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA), states must ensure that all students, including students with significant cognitive disabilities, have access to a general curriculum that encompasses challenging academic standards. States also must ensure that all students are assessed for their progress toward meeting academic standards.

In order to accomplish this, states must develop curricular standards that include all students and then must assess those students with statewide tests of achievement or develop an alternate assessment. Students with significant cognitive disabilities may be assessed via an alternate assessment based on alternate achievement standards. The U.S. Department of Education (USDOE) defines an alternate achievement standard as one that “sets an expectation of performance that differs in complexity from a grade-level achievement standard.” Alternate achievement standards must be aligned to state academic content standards, although they may reflect prerequisite or entry-level skills.

A portfolio of student work samples is used to capture student learning and achievement/progress in four content areas (English/Language Arts, Mathematics, Science, and Social Studies). This assessment program promotes a vision of enhancing capacities and integrated life opportunities for students who experience significant cognitive disabilities. Committees of Georgia educators developed the requirements of the portfolio system including the number of data collection elements (i.e., student work samples), types of elements, and the parameters/timing of the collection of student work samples.

Georgia educators also helped develop the rubrics by which the student work samples are evaluated. The GAA portfolio entries are scored for four discrete dimensions: fidelity to standard, context, achievement/progress, and generalization. A separate score is assigned for each dimension. The focus is on academic content and skills.

- Kindergarten assembles a portfolio in English/Language Arts and Mathematics.

- Grades 3-8 and 11 assemble a portfolio in English/Language Arts, Mathematics, Science, and Social Studies.

Portfolio Collection Periods:
1. Achievement/Progress is documented in two collection periods during a school year. The first collection period provides evidence of a student’s entry-level performance (initial performance of the skill). The second collection period provides evidence of a student’s achievement/progress to date.
2. The collection period window between the first collection period and the second collection period is a minimum of 14 days to a maximum of five months.

Teachers collect evidence of student performance of tasks aligned to content standards. This evidence shows a student’s achievement/progress toward those standards.

For additional information and resources, please visit the Georgia Department of Education web page.

Test Results -
Elementary
Middle
High School