Assessment Accommodations on Tests of Academic Achievement for Students Who Are Deaf or Hard of Hearing: A Qualitative Meta-Analysis of the Research Literature

Autor/inn/en	Cawthon, Stephanie; Leppo, Rachel
Titel	Assessment Accommodations on Tests of Academic Achievement for Students Who Are Deaf or Hard of Hearing: A Qualitative Meta-Analysis of the Research Literature
Quelle	In: American Annals of the Deaf, 158 (2013) 3, S.363-376 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Testing Accommodations; Academic Achievement; Deafness; Hearing Impairments; Qualitative Research; Meta Analysis; Literature Reviews; Databases; Educational Environment; Scores; American Sign Language; Test Items; Computer Assisted Testing; Standardized Tests; Student Characteristics; Validity; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Schulleistung; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Qualitative Forschung; Meta-analysis; Metaanalyse; Datenbank; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Test content; Testaufgabe; Standadised tests; Standardisierter Test; Gültigkeit
Abstract	The authors conducted a qualitative meta-analysis of the research on assessment accommodations for students who are deaf or hard of hearing. There were 16 identified studies that analyzed the impact of factors related to student performance on academic assessments across different educational settings, content areas, and types of assessment accommodations. The meta-analysis found that the results of analyses of group effects of accommodated versus unaccommodated test formats are often not significant, test-level factors exist that can affect how students perceive the assessments, and differences exist in how test items function across different conditions. Student-level factors, including educational context and academic proficiency, influence accommodations' role in assessment processes. The results of this analysis highlight the complexity of and intersections between student-level factors, test-level factors, and larger policy contexts. Findings are discussed within the context of larger changes in academic assessment, including computer-based administration and high-stakes testing. [The full text of this article is available as a Grantee Submission, ED555688.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04