Experimental Analysis of the Effects of Testing Accommodations on Students' Standardized Mathematics Test Scores PDF Download
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Author: Aleta A. Gilbertson Schulte
Publisher:
ISBN:
Category :
Languages : en
Pages : 188
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Author: Aleta A. Gilbertson Schulte
Publisher:
ISBN:
Category :
Languages : en
Pages : 188
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Author: Ilene Boyd Janson
Publisher:
ISBN:
Category :
Languages : en
Pages :
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The purpose of this study was to determine the effect of special accommodations on standardized achievement test scores of students in a school system in East Tennessee. Scores obtained by special education students who did not receive special accommodations in 1998 and/or 1999 were compared with scores obtained by the same students who did receive special accommodations in subsequent testing. Scores obtained by special education students who did receive special accommodations were compared with scores obtained by special education students who did not receive special accommodations. The population consisted of 448 special education students in grades two through eight in a public school system in Upper East Tennessee. All students who received Special Education services and took the Tennessee Comprehensive Assessment Program (TCAP) achievement test with or without special accommodations in 1998, 1999, 2000, and/or 2001. Ninety-nine percent of students who received special accommodations had the accommodations of read aloud internal test instructions and read aloud internal test items. A quasi-experimental design was used. A t-test for independent means, a t-test for paired samples, and a two-way analysis of variance (ANOVA) were used to analyze data. As evidenced in this study, special education students who received special accommodations did experience significant gain scores in science, social studies, and math in an initial year they received accommodations. There were significant gains in science and social studies in 2000 for students initially receiving special accommodations. There were significant gains in social studies and math in 2001 for students initially receiving special accommodations. While this study did not find that mean math scores increased statistically significantly in 2000, it is of practical importance to mention that mean math scores did increase substantially. It appears that the benefit of accommodations is not continuous. Students in this study who received special accommodations two consecutive years did not experience noteworthy gain in the second year. Some students, in fact, experienced a significant decrease in gain scores for the second year they received special accommodations.
Author:
Publisher: Elsevier
ISBN: 0080448941
Category : Education
Languages : en
Pages : 6964
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Book Description
The field of education has experienced extraordinary technological, societal, and institutional change in recent years, making it one of the most fascinating yet complex fields of study in social science. Unequalled in its combination of authoritative scholarship and comprehensive coverage, International Encyclopedia of Education, Third Edition succeeds two highly successful previous editions (1985, 1994) in aiming to encapsulate research in this vibrant field for the twenty-first century reader. Under development for five years, this work encompasses over 1,000 articles across 24 individual areas of coverage, and is expected to become the dominant resource in the field. Education is a multidisciplinary and international field drawing on a wide range of social sciences and humanities disciplines, and this new edition comprehensively matches this diversity. The diverse background and multidisciplinary subject coverage of the Editorial Board ensure a balanced and objective academic framework, with 1,500 contributors representing over 100 countries, capturing a complete portrait of this evolving field. A totally new work, revamped with a wholly new editorial board, structure and brand-new list of meta-sections and articles Developed by an international panel of editors and authors drawn from senior academia Web-enhanced with supplementary multimedia audio and video files, hotlinked to relevant references and sources for further study Incorporates ca. 1,350 articles, with timely coverage of such topics as technology and learning, demography and social change, globalization, and adult learning, to name a few Offers two content delivery options - print and online - the latter of which provides anytime, anywhere access for multiple users and superior search functionality via ScienceDirect, as well as multimedia content, including audio and video files
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309165903
Category : Education
Languages : en
Pages : 150
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Book Description
U.S. public schools are responsible for educating large numbers of English language learners and students with disabilities. This book considers policies for including students with disabilities and English language learners in assessment programs. It also examines the research findings on testing accommodations and their effect on test performance. Keeping Score for All discusses the comparability of states' policies with each other and with the National Assessment of Educational Progress (NAEP) policies and explores the impact of these differences on the interpretations of NAEP results. The book presents a critical review of the research literature and makes suggestions for future research to evaluate the validity of test scores obtained under accommodated conditions. The book concludes by proposing a new framework for conceptualizing accommodations. This framework would be useful both for policymakers, test designers, and practitioners in determining appropriate accommodations for specific assessments and for researchers in planning validity studies.
Author: Peter Albert Beddow
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 151
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Author: Ann M. Marquart
Publisher:
ISBN:
Category :
Languages : en
Pages : 134
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Author: Ida Tam
Publisher:
ISBN:
Category :
Languages : en
Pages : 206
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Book Description
The purpose of this study was to examine the effects of the read-aloud and extended time testing accommodations on the fourth and eighth grade National Assessment of Educational Progress (NAEP) in reading and math for students with disabilities. This non-experimental study used the 2013 reading and math NAEP, restricted data set, to examine the fourth and eighth grade students with disabilities with test accommodations compared to the students with disabilities who did not receive testing accommodations. This study had a large sample size and is considered to be representative of the performance of the student population within the nation. The effectiveness of the read-aloud and extended time accommodations have yielded mixed results when applied to other standardized assessments. The present study compared matched samples of students who did and did not receive the accommodation to evaluate its impact. Further, it will extend the present state of knowledge on the topic related to reading assessment into the area of mathematics assessment. Multiple regression analyses were used to determine the effectiveness of testing accommodations. Result from this study found that students with disabilities benefitted from the read-aloud accommodation. The extended time accommodations appeared to have benefitted the 4th grade students and not the 8th grade students. Gender was another variable that was explored; however, there was no conclusive findings as the statistical software used in this study did not provide an analysis of interaction effects, which is one limitation of this study. Nonetheless, this study provided some valuable information for future researchers interested in understanding the effectiveness of test accommodations.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309084725
Category : Education
Languages : en
Pages : 102
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Book Description
At the request of the U.S. Department of Education, the National Research Council's (NRC) Board on Testing and Assessment (BOTA) convened a workshop on reporting test results for individuals who receive accommodations during large-scale assessments. The workshop brought together representatives from state assessment offices, individuals familiar with testing students with disabilities and English-language learners, and measurement experts to discuss the policy, measurement, and score use considerations associated with testing students with special needs.
Author: Brian Conner McKevitt
Publisher:
ISBN:
Category :
Languages : en
Pages : 182
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Book Description
Author: Michael Russell
Publisher: IAP
ISBN: 1617353167
Category : Education
Languages : en
Pages : 493
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Book Description
The importance of student assessment, particularly for summative purposes, has increased greatly over the past thirty years. At the same time, emphasis on including all students in assessment programs has also increased. Assessment programs, whether they are large-scale, district-based, or teacher developed, have traditionally attempted to assess students using a single instrument administered to students under the same conditions. Educators and test developers, however, are increasingly acknowledging that this practice does not result in valid information, inferences, and decisions for all students. This problem is particularly true for students in the margins, whose characteristics and needs differ from what the public thinks of as the general population of students. Increasingly, educators, educational leaders, and test developers are seeking strategies, techniques, policies, and guidelines for assessing students for whom standard assessment instruments do not function well. Whether used for high-stakes decisions or classroom-based formative decisions, the most critical element of any educational assessment is validity. Developing and administering assessment instruments that provide valid measures and allow for valid inferences and decisions for all groups of students presents a major challenge for today’s assessment programs. Over the past few decades, several national policies have sparked research and development efforts that aim to increase test validity for students in the margins. This book explores recent developments and efforts in three important areas. The first section focuses on strategies for improving test validity through the provision of test accommodations. The second section focuses on alternate and modified assessments. Federal policies now allow testing programs to develop and administer alternate assessments for students who have not been exposed to grade-level content, and thus are not expected to demonstrate proficiency on grade-level assessments. A separate policy allows testing programs to develop modified assessments that will provided more useful information about achievement for a small percentage of students who are exposed to grade-level content but for whom the standard form of the grade-level test does not provide a valid measure of achievement. These policies are complex and can be confusing for educators who are not familiar with their details. The chapters in the second section unpack these policies and explore the implications these policies have for test design. The third and final section of the book examines how principles of Universal Design can be applied to improve test validity for all students. Collectively, this volume presents a comprehensive examination of the several issues that present challenges for assessing the achievement of all students. While our understanding of how to overcome these challenges continues to evolve, the lessons, strategies, and avenues for future research explored in this book empower educators, test developers, and testing programs with a deeper understanding of how we can improve assessments for students in the margins.
