Dr. Almond is a Research Associate at the Center for Advanced Technology in Education (CATE) at the University of Oregon. Currently she is on the research teams for three federally funded projects at CATE: MeTRC, SOAR, and COPELLS. Dr. Almond is a nationally recognized expert in the areas of assessment and students with disabilities (SWD) particularly related to assessment accommodations, alternate assessments for students with significant cognitive disabilities, and statewide assessment systems. Dr. Almond has worked cooperatively with more than 20 states on projects involving SWD, testing accommodations, and/or alternate assessment and has numerous experiences in reaching consensus with collaborating state teams. Prior to 2005, Dr. Almond was the Oregon alternate assessment and accommodations coordinator for the State of Oregon’s assessment system and was the lead architect for Oregon’s alternate assessments. She led an accommodations panel that evaluated the validity of accommodations in reading, writing, mathematics, and science. She consulted directly with individual states, including WA, AK, and WY, on the design, implementation, and validity of their alternate assessments. She is currently a member of a team at SRI International applying Evidence- Centered Design to academic content (mathematics and English language arts) in the design and development of alternate assessments based on alternate academic achievement standards. Her current research interest is access to academic content for students with disabilities and the link between classroom instruction and academic achievement on statewide assessments.
Almond, P., Winter, P., Cameto, R., Russell, M., Sato, E., Clarke-Midura, J., Torres, C., Haertel, G., Dolan, R., Beddow, P., & Lazarus, S. (2010). Technology-Enabled and Universally Designed Assessment: Considering Access in Measuring the Achievement of Students with Disabilities-A Foundation for Research. Journal of Technology, Learning, and Assessment, 10(5). Retrieved November 10, 2010 from http://www.jtla.org.
Almond, P. J. and Bechard, S. (2005, June). Alignment f Two Performance-Based Alternate Assessments with Combined Content Standards From Eight States Through Expanded Benchmarks. Paper presented at the 35th Annual Large-Scale Assessment Conference in San Antonio, Texas on June 19, 2005.
Almond, P. J., Cameto, R., Johnstone, C. J., Laitusis, C., Lazarus, S., Nagle, K., Parker, C. E., Roach, A. T., & Sato, E. (2009). White paper: Cognitive interview methods in reading test design and development for alternate assessments based on modified academic achievement standards (AA-MAS). Dover, NH: Measured Progress and Menlo Park, CA: SRI International.
Almond, P. and Karvonen, M. (2007). Accommodations for a K to 12 Standardized Assessment: Practical Implications for Policy. In C. Cahalan Laitusis & L.L. Cook, (Eds.) Large-scale assessment and accommodations: What works? Arlington, VA: Council for Exceptional Children.
Almond, P.J., Lehr, C., Thurlow, M.L., & Quenemoen, R.(2002). Participation in Large-Scale State Assessment and Accountability Systems. In G. Tindal & T. M. Haladyna, (Eds.) Large-scale assessment programs for all students: Validity, Technical Adequacy, and Implementation,(pp. 341-370) Lawrence Erlbaum Associates, Publishers, Mahwah, New Jersey, 2002.
Crawford, L. Almond, P. Tindal, G., & Hollenbeck, K. (2002). Teacher perspectives on inclusion of students with disabilities in high stakes assessments. Special Services in the Schools, 18(1/2), 95-118.
Helwig, R., Tedesco, M., Heath, B., Tindal, G., & Almond, P. (1999). Reading as an access to mathematics problem solving on multiple-choice tests for sixth grade students. The Journal of Educational Research, 93, 113-125.
Hollenbeck, K., Tindal, G., & Almond, P. (1998). Teachers’ knowledge of accommodations as a validity issue in high-stakes testing. Journal of Special Education, 32, 175-183.
Hollenbeck, K., Tindal, G., & Almond, P. (1999). Reliability and decision consistency: An analysis of writing mode at two times on a statewide test. Educational Assessment, 6(1), 23-40.
Office of Special Education Programs (OSEP at the U.S. Department of Education under the Technology and Media Services for Individuals with Disabilities: Center on Accessible and Supported Electronic Text to Improve Mathematics Achievement for Students with Disabilities (CFDA No. 84.327H)
U.S. Department of Education, Office of Special Education Programs (OSEP)
National Science Foundation (NSF)