Generalizability Theory Applied to Reading Assessments for Students with Significant Cognitive Disabilities

Autor/inn/en	Tindal, Gerald; Yovanoff, Paul; Geller, Josh P.
Titel	Generalizability Theory Applied to Reading Assessments for Students with Significant Cognitive Disabilities
Quelle	In: Journal of Special Education, 44 (2010) 1, S.3-17 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466908323008
Schlagwörter	Generalizability Theory; Alternative Assessment; Disabilities; Severe Mental Retardation; Student Evaluation; Evaluation Methods; Test Validity; Test Reliability; Performance Based Assessment; Portfolio Assessment + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Schulnote; Studentische Bewertung; Testvalidität; Testreliabilität; Leistungsermittlung; Portfoliobeurteilung
Abstract	Students with significant disabilities must participate in large-scale assessments, often using an alternate assessment judged against alternate achievement standards. The development and administration of this type of assessment must necessarily balance meaningful participation with accurate measurement. In this study, generalizability theory is used to estimate the dependability of reading items and tasks that have been administered using two formats of communication (receptive and expressive). The results reflect a trade-off between meaningful participation and accurate measurement of students with significant cognitive disabilities, particularly when considering the two formats. Significant variance is obtained for persons interacting with tasks, whereas the effect of raters is negligible. Furthermore, these results appear to vary across administrative format. (Contains 5 tables and 3 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10