A Summary of Research on the Effects of Test Accommodations: 1999 through 2001. Technical Report.

Autor/inn/en	Thompson, Sandra; Blount, Amanda; Thurlow, Martha
Institution	National Center on Educational Outcomes, Minneapolis, MN.; Council of Chief State School Officers, Washington, DC.; National Association of State Directors of Special Education, Alexandria, VA.
Titel	A Summary of Research on the Effects of Test Accommodations: 1999 through 2001. Technical Report.
Quelle	(2002), (67 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Assisted Testing; Disabilities; Educational Testing; Elementary Secondary Education; Performance Factors; Reading Aloud to Others; Research Design; Research Needs; Scores; Test Format; Test Results; Testing Accommodations; Timed Tests + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Leistungsindikator; Forschungsdesign; Forschungsbedarf; Testentwicklung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	This report updates and summarizes what is known from research on the effects of test accommodations for students with disabilities and also provides direction to the design of critically needed future research on accommodations. A review was conducted of 46 empirical research studies on accommodations published from 1999 through 2001. The majority of the studies involved criterion referenced tests used for state accountability. Findings across at least four studies from the review indicate three accommodations showed a positive effect on student test scores: computer administration; oral presentation; and extended time. However, additional studies on each of these accommodations also found no significant effect on scores or alternations in item comparability. All of the meta analyses of accommodated conditions found a positive effect on scores, and all of the studies examining differential item functioning (DIF) under accommodated conditions found some items that exhibited DIF. The analysis also indicates a need for the clear definition of the constructs tested, greater clarity in the accommodations needed by individual students, and exploration of the desirability and perceived usefulness of accommodations by students themselves. Several appendices include a summary of the types of accommodations and research results. (Contains 54 references.) (CR)
Anmerkungen	National Center on Educational Outcomes, Univ. of Minnesota, 350 Elliott Hall, 75 East River Rd., Minneapolis, MN 55455 ($15). Tel: 612-624-8561; Fax: 612-624-0879; e-mail: nceo@umn.edu. For full text: http://www.education.umn.edu/NCEO.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC