Literaturnachweis - Detailanzeige
Autor/inn/en | Anderson, Daniel; Farley, Dan; Tindal, Gerald |
---|---|
Titel | Test Design Considerations for Students with Significant Cognitive Disabilities |
Quelle | In: Journal of Special Education, 49 (2015) 1, S.3-15 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-4669 |
DOI | 10.1177/0022466913491834 |
Schlagwörter | Mental Retardation; Evaluation Methods; Student Evaluation; Standardized Tests; Structural Equation Models; Knowledge Level; Scores; Measurement Techniques; Adaptive Testing; Test Validity; Inferences; State Standards; Data Analysis; Grade 4; Grade 5; Grade 6; Grade 7; Factor Analysis Geistige Behinderung; Schulnote; Studentische Bewertung; Standadised tests; Standardisierter Test; Wissensbasis; Messtechnik; Testvalidität; Inference; Inferenz; Auswertung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Faktorenanalyse |
Abstract | Students with significant cognitive disabilities present an assessment dilemma that centers on access and validity in large-scale testing programs. Typically, access is improved by eliminating construct-irrelevant barriers, while validity is improved, in part, through test standardization. In this article, one state's alternate assessment data were analyzed to determine the impact of (a) administration supports based on students' level of independence and (b) a scaffold test administration format. Using structural equation modeling, we tested the extent to which students' level of independence mediated the relation between disabilities and latent content knowledge scores. We then tested the invariance of the measurement model across administration formats. The results provide evidence that these supports help students access the test without compromising the validity of test-based inferences. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |