The Effects of Accommodations on the Assessment of LEP Students in NAEP. Working Paper Series. Working Paper No. 2001-13

Autor/inn/en	Abedi, Jamal; Lord, Carol; Kim, Christy; Miyoshi, Judy
Institution	National Center for Education Statistics (ED)
Titel	The Effects of Accommodations on the Assessment of LEP Students in NAEP. Working Paper Series. Working Paper No. 2001-13
Quelle	(2001), (122 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Feedback (Response); Measures (Individuals); Program Effectiveness; Examiners; Science Teachers; Limited English Speaking; Test Validity; Administrators; Testing Accommodations; Mathematics Tests; Science Tests; Student Evaluation; Special Needs Students; Questionnaires; Barriers; Dictionaries; Multivariate Analysis; Comparative Analysis; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Messdaten; Examiner; Prüfer; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Testvalidität; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Schulnote; Studentische Bewertung; Sonderpädagogischer Förderbedarf; Fragebogen; Dictionary; Wörterbuch; Multivariate Analyse
Abstract	This publication reports the results of a research study on the feasibility and validity of various accommodations in the context of mathematics assessment. The study compared limited English proficiency (LEP) and non-LEP students' scores on 20 science items under three different conditions: standard National Assessment for Educational Progress (NAEP) condition (no accommodation), customized dictionary, and glossary. The analyses provided clear results with respect to the performance levels of LEP/non-LEP students, the effectiveness of the accommodations for LEP students, and the validity of the accommodated assessment. It was found that some accommodations would actually benefit all students, while others are useful in removing barriers to participation of special-needs students. Appended are: (1) Follow-up Questionnaires for three groups: Control, Dictionary, Glossary; (2) Science Background Questionnaire; (3) Demographic Form; (4) Science Teacher Questionnaire; (5) Test Administrator Script; (6) Administrator Feedback Form; (7) Letter to the Principal; and (8) Multivariate ANOVA Results for Follow-Up Questions, Dictionary Booklet. (Contains 16 tables, 2 figures, and 2 footnotes.) (ERIC).
Anmerkungen	National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10