Comparability of Student Performance Between Regular and Oral Administrations for a High-Stakes Mathematics Test

Autor/inn/en	Huynh, Huynh; Meyer, J. Patrick; Gallant, Dorinda J.
Titel	Comparability of Student Performance Between Regular and Oral Administrations for a High-Stakes Mathematics Test
Quelle	In: Applied Measurement in Education, 17 (2004) 1, S.39-57 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
Schlagwörter	Grade 8; Grade 10; Mathematics Tests; Disabilities; Exit Examinations; Comparative Analysis; Achievement Tests; Oral Language; Testing Accommodations; Student Characteristics + Suchen Sie Ihr Suchwort? School year 08; 8. Schuljahr; Schuljahr 08; Handicap; Behinderung; Final examination; Abschlussprüfung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Oral interpretation; Mündlicher Sprachgebrauch; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	This study examined the effect of oral administration accommodations on test structure and student performance on the mathematics portion of the South Carolina High School Exit Examination (HSEE). The examination was given at Grade 10 and was untimed. Three groups of students were studied. Two groups took the regular form. One group had recorded disabilities in the data file whereas the other group did not. The 3rd group was given the special oral administration form. Student background variables were race, gender, and Grade 8 mathematics and reading scores. It was found that the test structure remained rather stable across the 3 groups. Controlling for student background variables, disabled students under oral administration performed better than disabled students on the regular form. Also, other things being the same, students with disabilities did worse than students without disabilities on the regular form. It was concluded that, along with special instructional and learning activities like those in Individualized Educational Plans (IEPs) and 504 Plans, oral administration of the HSEE mathematics test served to "level the play field" for students with disabilities. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10