Test Design Considerations for Students with Significant Cognitive Disabilities

Autor/inn/en	Anderson, Daniel; Farley, Dan; Tindal, Gerald
Titel	Test Design Considerations for Students with Significant Cognitive Disabilities
Quelle	In: Journal of Special Education, 49 (2015) 1, S.3-15 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466913491834
Schlagwörter	Mental Retardation; Evaluation Methods; Student Evaluation; Standardized Tests; Structural Equation Models; Knowledge Level; Scores; Measurement Techniques; Adaptive Testing; Test Validity; Inferences; State Standards; Data Analysis; Grade 4; Grade 5; Grade 6; Grade 7; Factor Analysis + Suchen Sie Ihr Suchwort? Geistige Behinderung; Schulnote; Studentische Bewertung; Standadised tests; Standardisierter Test; Wissensbasis; Messtechnik; Testvalidität; Inference; Inferenz; Auswertung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Faktorenanalyse
Abstract	Students with significant cognitive disabilities present an assessment dilemma that centers on access and validity in large-scale testing programs. Typically, access is improved by eliminating construct-irrelevant barriers, while validity is improved, in part, through test standardization. In this article, one state's alternate assessment data were analyzed to determine the impact of (a) administration supports based on students' level of independence and (b) a scaffold test administration format. Using structural equation modeling, we tested the extent to which students' level of independence mediated the relation between disabilities and latent content knowledge scores. We then tested the invariance of the measurement model across administration formats. The results provide evidence that these supports help students access the test without compromising the validity of test-based inferences. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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