Consequences of Using Testing Accommodations: Student, Teacher, and Parent Perceptions of and Reactions to Testing Accommodations

Autor/inn/en	Lang, Sylvia C.; Kumke, Patrick J.; Ray, Corey E.; Cowell, Erin L.; Elliott, Stephen N.; Kratochwill, Thomas R.; Bolt, Daniel M.
Titel	Consequences of Using Testing Accommodations: Student, Teacher, and Parent Perceptions of and Reactions to Testing Accommodations
Quelle	In: Assessment for Effective Intervention, 31 (2005) 1, S.49-62 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/073724770503100105
Schlagwörter	Testing Accommodations; Special Needs Students; Parent Attitudes; Teacher Attitudes; Student Evaluation; Evaluation Methods; Mathematics Tests; Reading Tests; Mathematics Achievement; Student Attitudes; Comparative Analysis; Reading Achievement; Disabilities; Achievement Tests; Grade 4; Grade 8; Wisconsin + Suchen Sie Ihr Suchwort? Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Sonderpädagogischer Förderbedarf; Elternverhalten; Lehrerverhalten; Schulnote; Studentische Bewertung; Lesetest; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerverhalten; Leseleistung; Handicap; Behinderung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	This study examined student, parent, and teacher perceptions of the use of testing accommodations and the relationship between student perceptions of testing accommodations and their disability status and grade level. Students with and without disabilities completed math and reading achievement tests with and without accommodations. Students, parents, and teachers completed a questionnaire to share their views on the use of testing accommodations. Significant differences were found in the proportions of students with and without disabilities who reported that the accommodated test condition was easier, more comfortable, and a better indicator of their knowledge. Most parents and teachers perceived testing accommodations to be fair and valid for students with disabilities. Consequential aspects of testing are an important part of validity evidence for large-scale assessment systems. The perceived positive consequences of testing accommodations provide further evidence of their continued use and their role in facilitating valid test scores. (Contains 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10