Testing Accomodations Research and Decision Making: The Case of "Good" Scores Being Highly Valued but Difficult to Achieve for All Students. WCER Working Paper No. 2002-1

Autor/inn/en	Elliott, Stephen N.; Kettler, Ryan J.; McKevitt, Brian C.
Institution	Wisconsin Center for Education Research, Madison.
Titel	Testing Accomodations Research and Decision Making: The Case of "Good" Scores Being Highly Valued but Difficult to Achieve for All Students. WCER Working Paper No. 2002-1
Quelle	(2002), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Legal Problems; Inclusive Schools; Educational Opportunities; Testing Accommodations; Educational Policy; Academic Accommodations (Disabilities); Test Validity; Policy Analysis; Familiarity; Psychometrics; Case Studies; Definitions; Meta Analysis + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Bildungsangebot; Bildungschance; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Politics of education; Bildungspolitik; Testvalidität; Politikfeldanalyse; Psychometry; Psychometrie; Case study; Fallstudie; Case Study; Begriffsbestimmung; Meta-analysis; Metaanalyse
Abstract	The inclusion of students with disabilities in assessment is deemed critical to improve the quality of educational opportunities for these students and to provide meaningful and useful information about students' performance to the schools and communities where they are educated. This inclusion raises important questions, however, concerning the appropriateness of common performance standards and assessments for students with disabilities, the appropriate accommodations to use on tests, the effects of these accommodations on the validity of assessment results, and the reporting of scores when accommodations have been used. In this article, we (a) review definitional and legal issues associated with testing accommodations, (b) discuss validity issues that confront educators who must make decisions about the use and likely effects of testing accommodations, and (c) summarize the results of four experimental studies we have conducted that examined the statistical effects of accommodations on test scores of students with and without disabilities. The article concludes that educators collectively need to (a) have knowledge of the abilities and disabilities of the students they are testing, (b) be knowledgeable about the students' instructional accommodations and the state's or district's testing guidelines, (c) be familiar with the test's item content and format, (d) understand the concept of validity and what it means to invalidate a test score, and (e) have knowledge of any previous accommodations successfully used with the students. In summary, educators are required to make professional judgments about which testing accommodations are most likely to be valid for individual students prior to testing. This is relatively difficult for most educators and very important work because "good" test scores are hard to come by and highly valued. (Contains 1 footnote.) (Author).
Anmerkungen	Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: http://www.wcer.wisc.edu/publications/workingpapers.index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10