Sage Journals: Discover world-class research

Abstract

Testing accommodations used in students' IEPs or recommended by classroom teachers were investigated. Three domains of testing accommodations were examined; (a) accommodations recommended through the IEP process, (b) accommodations recommended by the teacher, and (c) accommodations provided in the testing sessions, to explore factors that potentially influence the implementation of recommended testing accommodations. The Assessment Accommodations Checklist (AAC) was used as a means of translating the IEP process from diverse school districts into a common framework. A three-category system developed by CTB/McGraw-Hill was used to characterize potential threats to validity posed by each of the recommended and provided accommodations. Accommodations that were frequently recommended and used (i.e., provide extra testing time, read directions to students, provide distraction free space, etc.) are discussed with regard to the CTB/McGraw-Hill categories, and aspects of future research are outlined.

Get full access to this article

View all access options for this article.

References

CTB/McGraw Hill. (2000). Guidelines for using the results of standardized tests administered under nonstandard conditions. Monterey, CA: Author.

Elliott, S.N. , Kratochwill, T.R. , & Schulte, A.A. (1999). The assessment accommodations checklist (AAC) . Monterey, CA: CTB/McGraw-Hill .

Fuchs, L.S. , Fuchs, D. , Eaton, S.B. , Hamlett, C. , Binkley, E. , & Crouch, R. (2000). Using objective data sources to enhance teacher judgments about test accommodations. Exceptional Children , 67, 67-81.

Individuals With Disabilities Education Act, 20 U.S.C. § 1400 et seq., as amended by the Individuals With Disabilities Education Act Amendments of 1997, Pub. L. No. 105-17, 111 Stat. 37 (1997).

McKevitt, B.C. , & Elliott, S.N. (2001). The effects and consequences of using testing accommodations on a standardized reading test. Retrieved June 5, 2003, from http://www.wcer.wisc.edu/testacc/Publications/McKevittDisMs9701revSE.pdf

No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002).

Schulte, A.A. , & Elliott, S.N. (2001). Effects of testing accommodations on standardized mathematics test scores: An experimental analysis of the performances of students with and without disabilities. School Psychology Review, 30(4), 527-547.

Shriner, J.G. , & DeStefano, L. (2003). Participation and accommodation in state assessment: The role of individualized education programs. Council for Exceptional Children, 69(2), 147-161.

Thompson, S. , Blount, A. , & Thurlow, M. (2002). A summary of research on the effects of test accommodations: 1999 through 2001 (NCEO Technical Report 34). Minneapolis: University of Minnesota, National Center on Educational Outcomes.

Use of Recommended and Provided Testing Accommodations I

Abstract

Get full access to this article

References