Evidence-Centered Assessment Design for Reasoning about Accommodations for Individuals with Disabilities in NAEP Reading and Mathematics. Research Report. ETS RR-08-38

Autor/inn/en	Hansen, Eric G.; Mislevy, Robert J.; Steinberg, Linda S.
Titel	Evidence-Centered Assessment Design for Reasoning about Accommodations for Individuals with Disabilities in NAEP Reading and Mathematics. Research Report. ETS RR-08-38
Quelle	In: ETS Research Report Series, (2008), (152 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
DOI	10.1002/j.2333-8504.2008.tb02124.x
Schlagwörter	National Competency Tests; Disabilities; Reading Instruction; Mathematics Instruction; Measurement; Validity; Access to Education; Evidence; Reading Comprehension; Reading Aloud to Others; Testing Accommodations; Job Skills; Ability; Knowledge Level; Bayesian Statistics; Individualized Education Programs; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Leseunterricht; Mathematics lessons; Mathematikunterricht; Messverfahren; Gültigkeit; Education; Access; Bildung; Zugang; Bildungszugang; Evidenz; Leseverstehen; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Produktive Fertigkeit; Fähigkeit; Fertigkeit; Wissensbasis; Individualized education program; Individualisierendes Lernen
Abstract	Accommodations play a key role in enabling individuals with disabilities to participate in the National Assessment of Educational Progress (NAEP) and other large-scale assessments. However, it can be difficult to know how accommodations affect the validity of results, thus making it difficult to determine which accommodations should be allowed. This study describes recent extension of evidence-centered assessment design (ECD) for reasoning about the impact of accommodations and other accessibility features (e.g., universal design features) on the validity of assessment results, using examples from NAEP reading and mathematics. The study found that the ECD-based techniques were useful in analyzing the effects of accommodations and other accessibility features on validity. Such design capabilities may increase assessment designers' capacity to employ accessibility features without undermining validity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01