Literaturnachweis - Detailanzeige
| Autor/inn/en | Koretz, Daniel; Hamilton, Laura |
|---|---|
| Institution | California Univ., Los Angeles. Center for the Study of Evaluation.; Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA. |
| Titel | Assessing Students with Disabilities in Kentucky: The Effects of Accommodations, Format, and Subject. CSE Technical Report. |
| Quelle | (1999), (63 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Disabilities; Elementary Secondary Education; Item Bias; Scores; Test Format; Test Use; Testing Accommodations; Kentucky |
| Abstract | An earlier study (D. Koretz, 1997) found that Kentucky had been unusually successful in testing most students with disabilities, but it also found numerous signs of poor measurement, including differential item functioning (DIF) in mathematics, apparently excessive use of accommodations, and implausibly high mean scores for some groups of students with disabilities. This study used newer data to test the stability of the findings over a 2-year period, to extend some of the analyses to additional subject areas, and to compare performance on open-response items to that on multiple-choice items. The researchers analyzed data from students in grades 4, 5, 7, 8, and 11. The inclusiveness of the assessment persisted, and the frequency of special accommodations remained unchanged. The mean performance of elementary school students with disabilities dropped substantially, apparently because of a lessened impact of accommodations on scores. These lower scores appear to be more plausible. The differences in scores between disabled and nondisabled students tended to be larger on multiple-choice components in the early grades. Across grades, the effects of accommodations were stronger on the open-response items. Results provide some evidence that score accommodations change the dimensionality of the assessment. DIF was found in both test formats. Further research and more detailed data are needed to clarify the reasons for the findings. (Contains 19 tables, 15 figures, and 10 references.) (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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