Accommodations for Students Who Are Deaf or Hard of Hearing in Large-Scale, Standardized Assessments: Surveying the Landscape and Charting a New Direction

Autor/in	Cawthon, Stephanie W.
Titel	Accommodations for Students Who Are Deaf or Hard of Hearing in Large-Scale, Standardized Assessments: Surveying the Landscape and Charting a New Direction
Quelle	In: Educational Measurement: Issues and Practice, 28 (2009) 2, S.41-49 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-1745
DOI	10.1111/j.1745-3992.2009.00147.x
Schlagwörter	Standardized Tests; Testing Accommodations; Measures (Individuals); Partial Hearing; Deafness; National Surveys; Program Effectiveness; Educational Assessment; Student Evaluation; Educational Testing + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Messdaten; Hörbehinderung; Gehörlosigkeit; Taubstummheit; Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung
Abstract	Students who are deaf or hard of hearing (SDHH) often use test accommodations when they participate in large-scale, standardized assessments. The purpose of this article is to present findings from the "Third Annual Survey of Assessment and Accommodations for Students who are Deaf or Hard of Hearing". The "big five" accommodations were reported by at least two-thirds of the 389 participants: extended time, small group/individual administration, test directions interpreted, test items read aloud, and test items interpreted. In a regression analysis, language used in instruction showed the most significant effects on accommodations use. The article considers these findings in light of a more proactive role for the "National Survey" in providing evidence for the effectiveness of accommodations with SDHH. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10