Adaptations and Access to Assessment of Common Core Content

Autor/in	Kettler, Ryan J.
Titel	Adaptations and Access to Assessment of Common Core Content
Quelle	In: Review of Research in Education, 39 (2015) 1, S.295-330 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
DOI	10.3102/0091732X14556075
Schlagwörter	Meta Analysis; Literature Reviews; Testing; Testing Accommodations; Educational Opportunities; Test Content; Construct Validity; Adaptive Testing; Test Theory; Error Correction; Test Reliability; Achievement Tests; Test Validity; Accessibility (for Disabled); Test Construction; Evaluation Research; Evidence; Predictor Variables; Reading Aloud to Others; Time Management; State Standards; Federal Programs; Theory Practice Relationship; Achievement Need; Scores; Inferences; Testing Programs; Testing Problems + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Testdurchführung; Testen; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Barrierefreiheit; Zugänglichkeit; Behinderter; Bildungsangebot; Bildungschance; Testaufgabe; Testtheorie; Korrektur; Testreliabilität; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testvalidität; Testaufbau; Evaluationsforschung; Evidenz; Prädiktor; Zeitmanagement; Theorie-Praxis-Beziehung; Inference; Inferenz
Abstract	This chapter introduces theory that undergirds the role of testing adaptations in assessment, provides examples of item modifications and testing accommodations, reviews research relevant to each, and introduces a new paradigm that incorporates opportunity to learn (OTL), academic enablers, testing adaptations, and inferences that can be made from scores. The purpose is to document the substantial research that has been completed on testing adaptations, along with critical findings, and to push the field to reexamine the methods that are used to answer questions about the appropriateness of the evidence that has typically been collected. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01