Examining the Validity and Fairness of a State Standards-Based Assessment of English-Language Arts for Deaf or Hard of Hearing Students

Autor/inn/en	Steinberg, Jonathan; Cline, Frederick; Ling, Guangming; Cook, Linda; Tognatta, Namrata
Titel	Examining the Validity and Fairness of a State Standards-Based Assessment of English-Language Arts for Deaf or Hard of Hearing Students
Quelle	In: Journal of Applied Testing Technology, 10 (2009) 2, (33 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Test Bias; Language Arts; State Standards; Partial Hearing; Deafness; Grade 4; Factor Analysis; Federal Legislation; Federal Programs; English (Second Language); Second Language Learning; Grade 8; Comparative Analysis; Test Validity; Measurement; Educational Assessment; Psychometrics; Evaluation Methods; Academic Accommodations (Disabilities); Testing Accommodations; Special Needs Students; Barriers; Student Evaluation; Evaluation Problems; Language Tests; Educational Indicators + Suchen Sie Ihr Suchwort? Testkritik; Sprachkultur; Hörbehinderung; Gehörlosigkeit; Taubstummheit; School year 04; 4. Schuljahr; Schuljahr 04; Faktorenanalyse; Bundesrecht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; School year 08; 8. Schuljahr; Schuljahr 08; Testvalidität; Messverfahren; Education; assessment; Bewertungssystem; Psychometry; Psychometrie; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Sonderpädagogischer Förderbedarf; Schulnote; Studentische Bewertung; Language test; Sprachtest; Educational indicato; Bildungsindikator
Abstract	This study examines the appropriateness of a large-scale state standards-based English-Language Arts (ELA) assessment for students who are deaf or hard of hearing by comparing the internal test structures for these students to students without disabilities. The Grade 4 and 8 ELA assessments were analyzed via a series of parcel-level exploratory and confirmatory factor analyses, where both groups were further split based on English language learner (ELL) status. Differential item functioning (DIF) analyses were also conducted for these groups of students, and where sample sizes were sufficient, the groups were additionally split based on test accommodation status. Results showed similar factor structures across the groups of students studied and minimal DIF, which could be interpreted as lending support for aggregating scores for Annual Yearly Progress (AYP) purposes from students who are deaf or hard of hearing. (Contains 2 figures, 13 tables and 4 footnotes.) (As Provided).
Anmerkungen	Association of Test Publishers. 601 Pennsylvania Avenue NW, South Building Suite 900, Washington DC 20004. Tel: 866-240-7909; Fax: 717-755-8962; e-mail: wgh.atp@att.net; Web site: http://www.testpublishers.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10