Validity Evidence in Accommodations for English Language Learners and Students with Disabilities

Autor/in	Camara, Wayne
Titel	Validity Evidence in Accommodations for English Language Learners and Students with Disabilities
Quelle	In: Journal of Applied Testing Technology, 10 (2009) 2, (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Second Language Learning; Factor Analysis; English (Second Language); Cognitive Ability; Evidence; Test Validity; Test Bias; Measurement; Educational Assessment; Psychometrics; Evaluation Methods; Academic Accommodations (Disabilities); Testing Accommodations; Special Needs Students; Barriers; Student Evaluation; Evaluation Problems; Federal Legislation + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Faktorenanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Denkfähigkeit; Evidenz; Testvalidität; Testkritik; Messverfahren; Education; assessment; Bewertungssystem; Psychometry; Psychometrie; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Sonderpädagogischer Förderbedarf; Schulnote; Studentische Bewertung; Bundesrecht
Abstract	The five papers in this special issue of the "Journal of Applied Testing Technology" address fundamental issues of validity when tests are modified or accommodations are provided to English Language Learners (ELL) or students with disabilities. Three papers employed differential item functioning (DIF) and factor analysis and found the underlying constructs measured by tests do not change among these groups of students. Despite this strong finding, consistent and large score differences are present across groups. Such consistent and large score differentials among these groups on cognitive ability tests would be ideally contrasted with findings from alternative measures (e.g., portfolio's, performance assessments, and teachers' ratings). Two papers examine current methods used to identify and classify both ELL and students with disabilities, while other papers examine the performance of students with specific disabilities (e.g., deaf, mental retardation). The impact of modifications and accommodations on score comparability is discussed in relation to professional standards and current validity theory. (Contains 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10