Accessibility Theory for Enhancing the Validity of Test Results for Students with Special Needs

Autor/in	Beddow, Peter A.
Titel	Accessibility Theory for Enhancing the Validity of Test Results for Students with Special Needs
Quelle	In: International Journal of Disability, Development and Education, 59 (2012) 1, S.97-111 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2012.654966
Schlagwörter	Test Results; Test Items; Educational Testing; Scores; Inferences; Special Needs Students; Accessibility (for Disabled); Test Validity; Test Theory; Test Reliability; Item Analysis; Barriers; Achievement Need; Test Wiseness; Testing Accommodations; Inclusion; Change Strategies; Educational Change + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Inference; Inferenz; Sonderpädagogischer Förderbedarf; Accessibility; Zugänglichkeit; Testvalidität; Testtheorie; Testreliabilität; Itemanalyse; Testing process; Accessibility (for disabled); Disabled person; Testdurchführung; Testen; Barrierefreiheit; Behinderter; Inklusion; Lösungsstrategie; Bildungsreform
Abstract	In the arena of educational testing, accessibility refers to the degree to which students are given the opportunity to participate in and engage a test. Accessibility theory is a model for examining the interactions between the test-taker and the test itself and defining how they may decrease some students' access to the test event, ultimately reducing the validity of subsequent test score inferences. The paper describes the application of accessibility theory to the development of tests that are optimally accessible for all students, with particular regard to students identified with disabilities. The author uses example test items to describe these sources of error and discusses how they may be addressed during the design phase. (Contains 4 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10