A Review of the Literature on Testing Accommodations for Students with Disabilities. State Assessment Series: Minnesota Report 9.

Autor/inn/en	Thurlow, Martha; Hurley, Christine; Spicuzza, Richard; El Sawaf, Hamdy
Institution	National Center on Educational Outcomes, Minneapolis, MN.; Minnesota State Dept. of Children, Families, and Learning, St. Paul.
Titel	A Review of the Literature on Testing Accommodations for Students with Disabilities. State Assessment Series: Minnesota Report 9.
Quelle	(1996), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disabilities; Educational Assessment; Educational Policy; Educational Trends; Elementary Secondary Education; Federal Legislation; Federal Programs; Legal Problems; Psychometrics; Research Needs; Statistical Analysis; Student Attitudes; Student Evaluation; Teacher Attitudes; Test Validity; Testing Accommodations; Testing Problems; Trend Analysis; Minnesota + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Education; assessment; Bewertungssystem; Politics of education; Bildungspolitik; Bildungsentwicklung; Bundesrecht; Psychometry; Psychometrie; Forschungsbedarf; Statistische Analyse; Schülerverhalten; Schulnote; Studentische Bewertung; Lehrerverhalten; Testvalidität; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Trendanalyse
Abstract	This report reviews the current literature (mostly since 1993) on testing accommodations for students with disabilities, with an emphasis on studies examining the effects of testing accommodations on the technical integrity of assessment measures. The report notes a continuing lack of empirical research on testing accommodations, but evidence of changes in policy (especially enactment of the Americans with Disabilities Act and implementation of the National Education Goals) suggests that accommodations will receive more direct attention. The recent federal funding of projects to examine issues related to assessment for students with disabilities is also noted, as is the increasing number of journal articles, books, and professional documents about testing and accommodations. The report is organized into five sections: (1) a brief description of the methodology used to conduct the literature review; (2) empirical studies of testing accommodations; (3) legal considerations related to testing accommodations; (4) teacher and student perceptions of testing accommodations and modifications; and (5) conceptual issues. Appended are a review of early studies in testing accommodations conducted by the American College Testing Program and the Educational Testing Service and a listing of relevant research projects currently supported by the U.S. Department of Education. (Contains 39 references.) (DB)
Anmerkungen	Publications Office, NCEO, 350 Elliott Hall, 75 East River Road, University of Minnesota, Minneapolis, MN 55455; phone: 612-626-1530; fax: 612-624-0879; World Wide Web: http://www.coled.umn.edu/nceo (document may be copied without charge, additional print copies $10).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC