Performance of Students with Disabilities under Regular and Oral Administrations of a High-Stakes Reading Examination

Autor/inn/en	Huynh, Huynh; Barton, Karen E.
Titel	Performance of Students with Disabilities under Regular and Oral Administrations of a High-Stakes Reading Examination
Quelle	In: Applied Measurement in Education, 19 (2006) 1, S.21-39 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1207/s15324818ame1901_2
Schlagwörter	Reading Tests; Exit Examinations; Learning Disabilities; Academic Achievement; Oral Language; High Stakes Tests; High Schools; Group Testing; Testing Accommodations; Test Content; South Carolina + Suchen Sie Ihr Suchwort? Lesetest; Final examination; Abschlussprüfung; Learning handicap; Lernbehinderung; Schulleistung; Oral interpretation; Mündlicher Sprachgebrauch; High school; Oberschule; Gruppentest; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Testaufgabe
Abstract	This study examined the effect of oral administration accommodations on test structure and student performance on the Reading test of the South Carolina High School Exit Examination (HSEE). The examination was given at Grade 10 and was untimed; hence, students were permitted as much time as they needed to answer all the questions. Three groups of students were studied. The 1st group consisted of students with disabilities (SWD) who were given the test under oral administration. Students in the 2nd group were SWD who were given the regular forms without oral accommodations. The last group comprised students without disabilities who took the regular forms, also without accommodations. It was found that the internal (factorial) structure of the HSEE test remained stable across these students groups. In addition, it was found that, after controlling for major background variables, HSEE performance of SWD under oral administration accommodations was equal to that of SWD (presumably with milder disabilities) under regular administration. It was concluded that oral administration accommodation served to level the playing field for students whose disabilities were presumably severe enough to require oral accommodations. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10