Accommodating Students with Disabilities on Large-Scale Tests: An Empirical Study of Student Response and Test Administration Demands.

Autor/inn/en	Tindal, Gerald; Heath, Bill; Hollenbeck, Keith; Almond, Patricia; Harniss, Mark
Titel	Accommodating Students with Disabilities on Large-Scale Tests: An Empirical Study of Student Response and Test Administration Demands.
Quelle	(1998), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disabilities; Educational Assessment; Elementary Education; Evaluation Methods; Grade 4; Student Evaluation; Test Results; Testing; Testing Accommodations; Testing Problems; Verbal Communication + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Education; assessment; Bewertungssystem; Elementarunterricht; School year 04; 4. Schuljahr; Schuljahr 04; Schulnote; Studentische Bewertung; Testdurchführung; Testen; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	In this study, fourth-grade special education students (n=78) and general education students (n=403) took a large-scale statewide test using standard test administration procedure and two major accommodations addressing response conditions and test administration. On both reading and math tests, students bubbled in answers on a separate sheet (the standard condition) for half the test and marked the test booklet directly (the accommodated condition) for the other half of the test. For a subgroup of students, the math test was read to them by a trained teacher. On the reading tests, general education students performed significantly higher than special education students. Performance, however, was not influenced by the response conditions and remained comparable whether students were required to bubble the answer sheet or allowed to mark the test booklet. The same findings occurred on the math tests with general education students performing significantly better than special education students and student performance not affected by response conditions. When the math test was orally read to students, general education students outperformed special education students; however, students in special education performed significantly higher when the math test was read by teachers than when they read the test themselves. (Contains 21 references and 4 tables.) (CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01