Modifying Achievement Test Items: A Theory-Guided and Data-Based Approach for Better Measurement of What Students with Disabilities Know

Autor/inn/en	Kettler, Ryan J.; Elliott, Stephen N.; Beddow, Peter A.
Titel	Modifying Achievement Test Items: A Theory-Guided and Data-Based Approach for Better Measurement of What Students with Disabilities Know
Quelle	In: Peabody Journal of Education, 84 (2009) 4, S.529-551 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
Schlagwörter	Test Items; Alternative Assessment; Academic Achievement; Test Validity; Achievement Tests; Educational Indicators; Academic Accommodations (Disabilities); Testing Accommodations; Item Analysis; Test Construction; Test Theory; Federal Regulation + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Schulleistung; Testvalidität; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Educational indicato; Bildungsindikator; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Barrierefreiheit; Zugänglichkeit; Behinderter; Itemanalyse; Testaufbau; Testtheorie; Bundeskompetenz
Abstract	Federal regulations allow up to 2% of the student population of a state to achieve proficiency for adequate yearly progress by taking an alternate assessment based on modified academic achievement standards (AA-MAS). Such tests are likely to be easier, but as long as a test is considered a valid measure of grade level content, it is allowable as an AA-MAS (U.S. Department of Education, 2007b). In this article, we examine procedures for developing, modifying, and evaluating items and tests using an evolving modification paradigm, as well as a classic reliability and validity framework. Theoretical influences, such as principles of universal design, cognitive load theory, and item development research, are discussed. The Test Accessibility and Modification Inventory, a tool that provides systematic and comprehensive guidance to help educators modify grade-level tests, is introduced. Cognitive lab methods and experimental field tests are then described, along with examples and key findings from each, relevant to AA-MASs. The article concludes with a discussion of precautions, lessons learned, and questions generated about the methods used to improve both access and test score validity for the students who are eligible for this new alternate assessment. (Contains 1 table, 5 figures and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10