Effects of Item Modifications on Test Accessibility for Persistently Low-Performing Students with Disabilities

Autor/inn/en	Cohen, Dale J.; Zhang, Jin; Wothke, Werner
Titel	Effects of Item Modifications on Test Accessibility for Persistently Low-Performing Students with Disabilities
Quelle	In: Applied Measurement in Education, 32 (2019) 4, S.269-280 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2019.1660343
Schlagwörter	Test Items; Accessibility (for Disabled); Students with Disabilities; Low Achievement; Statewide Planning; Barriers; Difficulty Level; Cognitive Ability; Grade 5; Elementary School Students; Testing Accommodations; Standardized Tests; Achievement Tests; Individualized Education Programs; Reading Achievement; Mathematics Achievement; Ohio + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Accessibility; Zugänglichkeit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Unterdurchschnittliche Leistung; Planwirtschaft; Schwierigkeitsgrad; Denkfähigkeit; School year 05; 5. Schuljahr; Schuljahr 05; Testing process; Accessibility (for disabled); Disabled person; Testdurchführung; Testen; Barrierefreiheit; Behinderter; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Individualized education program; Individualisierendes Lernen; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Construct-irrelevant cognitive complexity of some items in the statewide grade-level assessments may impose performance barriers for students with disabilities who are ineligible for alternate assessments based on alternate achievement standards. This has spurred research into whether items can be modified to reduce complexity without affecting item construct. This study uses a generalized linear mixed modeling analysis to investigate the effects of item modifications on improving test accessibility by reducing construct-irrelevant cognitive barriers for persistently low-performing fifth-grade students with cognitive disabilities. The results showed item scaffolding was an effective modification for both mathematics and reading. Other modifications, such as bolding/underlining of key words, hindered test performance for low-performing students. We discuss the findings' potential impact on test development with universal design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01