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1.
This study examined the extent to which the underlying factor structure of the 2005 South Carolina Palmetto Achievement Challenge Tests (PACT) in science for grades 3, 4, and 5 was equivalent for students who were administered the test in a regular (standard) or accommodated form. Three accommodation groups were of interest: students who received any testing accommodations, students who received any testing accommodations excluding those for whom setting was the only accommodation provided, and students who received the oral administration accommodation. Each accommodation group was compared to a matched sample of the regular group. It was found that the science test for a given grade level is appropriately described by the factor model for regular and accommodation groups. Results indicated that the factor structure, factor loadings, and error variances of the science test were similar across the regular and accommodation groups.  相似文献   

2.
Four item response theory (IRT) models were compared using data from tests where multiple items were grouped into testlets focused on a common stimulus. In the bi-factor model each item was treated as a function of a primary trait plus a nuisance trait due to the testlet; in the testlet-effects model the slopes in the direction of the testlet traits were constrained within each testlet to be proportional to the slope in the direction of the primary trait; in the polytomous model the item scores were summed into a single score for each testlet; and in the independent-items model the testlet structure was ignored. Using the simulated data, reliability was overestimated somewhat by the independent-items model when the items were not independent within testlets. Under these nonindependent conditions, the independent-items model also yielded greater root mean square error (RMSE) for item difficulty and underestimated the item slopes. When the items within testlets were instead generated to be independent, the bi-factor model yielded somewhat higher RMSE in difficulty and slope. Similar differences between the models were illustrated with real data.  相似文献   

3.
Does it matter if students are appropriately assigned to test accommodations? Using a randomized method, this study found that individual students assigned accommodations keyed to their particular needs were significantly more efficacious for English language learners (ELLs) and that little difference was reported between students receiving incomplete or not recommended accommodations and no accommodations whatsoever. A sample of third and fourth grade ELLs in South Carolina (N = 272) were randomly assigned to various types of test accommodations on a mathematics assessment. Results indicated that those students who received the appropriate test accommodations, as recommended by a version of a computerized accommodation taxonomy for ELLs (the selection taxonomy for English language learners accommodations; STELLA), had significantly higher test scores than ELLs who received no accommodations or those who received incomplete or not recommended accommodation packages. Additionally, students who were given no test accommodations scored no differently than those students that received accommodation packages that were incomplete or not recommended, given the students' particular needs and challenges. These findings are important in light of research and anecdotal reports that suggest a general lack of systematicity in the current system of assigning accommodations and a tendency to give all available accommodations regardless of individual child characteristics. The results also have important implications for how future accommodation research should be structured to determine the benefits of particular accommodations and accommodation packages. This study would suggest that control and treatment groups should be assembled based on specific student needs in order for direct comparisons to be made.  相似文献   

4.
The premise of a great deal of current research guiding policy development has been that accommodations are the catalyst for student performance differences. Rather than accepting this premise, two studies were conducted to investigate the influence of extended time and content knowledge on the performance of ninth‐grade students who took a statewide mathematics test with and without accommodations. Each study involved 1,250 accommodated students (extended time only) with learning disabilities and 1,250 nonaccommodated students demonstrating no disabilities. In Study One, a standard differential item functioning (DIF) analysis illustrated that the usual approach to studying the effects of accommodations contributes little to our understanding of the reason for performance differences across students. Next, a mixture item response theory DIF model was used to explore the most likely cause(s) for performance differences across the population. The results from both studies suggest that students for whom items were functioning differently were not accurately characterized by their accommodation status but rather by their content knowledge. That is, knowing students' accommodation status (i.e., accommodated or nonaccommodated) contributed little to understanding why accommodated and nonaccommodated students differed in their test performance. Rather, the data would suggest that a more likely explanation is that mathematics competency differentiated the groups of student learners regardless of their accommodation and/or reading levels.  相似文献   

5.
Glossary and reading aloud test items are commonly allowed in many states' accommodation policies for English language learner (ELL) students for large-scale mathematics assessments. However, little research is available regarding the effects of these accommodations on ELL students' performance. Further, no research exists that examines how students use the accommodations. Using a randomized experimental design and think-aloud procedure, the present study explored the effects of the two accommodations. Results showed no significant effect of glossary, mixed effects of read aloud, and significant interaction effects between students' prior content knowledge and accommodations, which suggests the accommodation was effective for students with content knowledge. Think-aloud data indicated that students were not familiar with, and did not actively utilize the glossary. Implications for the effective use of accommodations and future research are discussed.  相似文献   

6.
Students who are deaf or hard of hearing (SDHH) often need accommodations to participate in large-scale standardized assessments. One way to bridge the gap between the language of the test (English) and a student's linguistic background (often including American Sign Language [ASL]) is to present test items in ASL. The specific aim of this project was to measure the effects of an ASL accommodation on standardized test scores for SDHH in reading and mathematics. A total of 64 fifth- to eighth-grade (ages 10-15) SDHH from schools for the deaf in the United States participated in this study. There were no overall differences in the mean percent of items students scored correctly in the standard vs. ASL-accommodated conditions for reading or mathematics. We then conducted hierarchical linear regression analyses to analyze whether measures of exposure to ASL (home and classroom) and student proficiency in the subject area predicted student performance in ASL-accommodated assessments. The models explained up to half of the variance in the scores, with subject area proficiency (mathematics or reading) as the strongest predictor. ASL exposure was not significant with the exception of ASL classroom instruction as a predictor of mathematics scores.  相似文献   

7.
The aim of this study was twofold: (1) to identify factors associated with a high level of accommodation needs in school activities among students with special educational needs (SEN) in regular upper secondary education; and (2) to investigate the extent to which schools have met students’ perceived accommodation needs. Accommodation needs and their provision in school activities were assessed with the School Setting Interview for 484 students with SEN. Students’ mean age was 17.3 years and 50% did not have a diagnosis. A logistic regression analysis revealed that a high level of school absence, studying a vocational programme, and a neuropsychiatric disorder were associated with a high level of accommodation needs. In the majority of school activities, about 50% of students had not received any accommodation despite an experienced need for support. About 30% of students perceived a need for support even though they had been provided with accommodations, and around 25% stated they were satisfied with received accommodations. Regular upper secondary school students with SEN are insufficiently provided with accommodations to satisfactorily participate in education. Specific student characteristics, e.g. high level of school absence, should receive special attention when investigating and accommodating students’ needs for support in school activities.  相似文献   

8.
The purpose of the present study is to examine the language characteristics of a few states' large-scale assessments of mathematics and science and investigate whether the language demands of the items are associated with the degree of differential item functioning (DIF) for English language learner (ELL) students. A total of 542 items from 11 assessments at Grades 4, 5, 7, and 8 from three states were rated for the linguistic complexity based on a developed linguistic coding scheme. The linguistic ratings were compared to each item's DIF statistics. The results yielded a stronger association between the linguistic rating and DIF statistics for ELL students in the “relatively easy” items than in the “not easy” items. Particularly, general academic vocabulary and the amount of language in an item were found to have the strongest association with the degrees of DIF, particularly for ELL students with low English language proficiency. Furthermore, the items were grouped into four bundles to closely look at the relationship between the varying degrees of language demands and ELL students' performance. Differential bundling functioning (DBF) results indicated that the exhibited DBF was more substantial as the language demands increased. By disentangling linguistic difficulty from content difficulty, the results of the study provide strong evidence of the impact of linguistic complexity on ELL students' performance on tests. The study discusses the implications for the validation of the tests and instructions for ELL students.  相似文献   

9.
Diversity and heterogeneity among language groups have been well documented. Yet most fairness research that focuses on measurement comparability considers linguistic minority students such as English language learners (ELLs) or Francophone students living in minority contexts in Canada as a single group. Our focus in this research is to examine the degree to which measurement comparability, as indicated by differential item functioning (DIF), is consistent for sub-groups among linguistic minority Francophone students in Canada. The findings suggest that the linguistic minority Francophone students who speak French at home and those who do not speak French at home should not be grouped together for investigating measurement comparability or for examining performance gaps. We identified a great degree of differences in DIF identification with a consistency of 7–10% in DIF identification in the separate analyses for the two groups. The findings highlight methodological problems with investigating fairness for diverse linguistic groups that are treated as a single group.  相似文献   

10.
This study examines the usefulness of the science test presented in a dual-language format in two separate science test booklets, one comprising English-only test items and the other, dual-language test items. The participants were 1720 eight-grade students from 26 secondary schools. Most of the students viewed the dual-language test positively as they felt it enhanced their understanding of the test items. However, only two items were found to function significantly different in the dual-language format. Students’ performance for the two versions of the test was comparable. The results showed that the extra language version did not provide greater accessibility and comprehensibility of the test to the students. The findings may prove valuable to decision-making regarding language accommodation policies for testing in content areas.  相似文献   

11.
《教育实用测度》2013,26(4):381-405
In recent years, there has been a large increase in the number of university applicants requesting special accommodations for university entrance exams. The Israeli National Institute for Testing and Evaluation (NITE) administers a Psychometric Entrance Test (comparable to the Scholastic Assessment Test in the United States) to assist universities in Israel in selecting undergraduates. Because universities in Israel do not permit flagging of candidates receiving special testing accommodations, such scores are treated as identical to scores attained under regular testing conditions. The increase in the number of students receiving testing accommodations and the prohibition of flagging have brought into focus certain psychometric issues pertaining to the fairness of testing students with disabilities and the comparability of special and standard testing conditions. To address these issues, NITE has developed a computerized adaptive psychometric test for administration to examinees with disabilities. This article discusses the process of developing the computerized test and ensuring its comparability to the paper-and-pencil test. This article also presents data on the operational computerized test.  相似文献   

12.
This pilot study examines the pattern of performances of 55 Chinese-American students with limited English proficiency (LEP) who were classified as learning disabled. The results indicate that the students in this study fell behind academically. The analysis reveals that the general pattern of performances of LEP Chinese-American students with learning disabilities is similar to that of English-speaking peers with learning disabilities. Although their full-scale IQ fell into the low average range, there was a significant discrepancy between verbal IQ and performance IQ. Their deficits in phonetic skills were related to the changed family situation, to the unique linguistic features of Chinese language, and to the instructional approaches at school. Based on the findings of this pilot study more appropriate assessments and better application of theory are needed for these students.  相似文献   

13.
Accommodations in postsecondary settings have become commonplace for many students with learning disabilities (LD) who have documented needs. Many of the accommodations professionals recommend for students with LD are based on an analysis of the course demands, the student's functional limitations, and a basic understanding of how the accommodation can facilitate the demonstration or acquisition of knowledge. However, little is known about which accommodations are recommended for math, science, and foreign language courses as well as the effectiveness of those accommodations. Because these content areas pose substantial hurdles for secondary students with LD who may transition to postsecondary settings, a review of the literature was conducted to evaluate current practices in the provision of accommodations to postsecondary students with LD in math, science, and foreign language courses. Findings indicate strong empirical evidence for extended test time for algebra exams and emerging research in changes to foreign language instruction. Recommendations for further research are provided.  相似文献   

14.
The objectives of this two-part study were to: (a) investigate English learner (EL) accommodation practices on state accountability assessments of reading/English language arts and mathematics in grades 3–8, and (b) conduct a meta-analysis of EL accommodation effectiveness on improving test performance. Across all distinct testing programs, we found that at least one EL test accommodation was provided for both test content areas. The most popular accommodations provided were supplying students with word-to-word dual language dictionaries, reading aloud test directions and items in English, and allowing flexible time/scheduling. However, we found minimal evidence that testing programs provide practitioners with recommendations on how to assign relevant accommodations to EL test takers’ English proficiency level. To evaluate whether accommodations used in practice are supported with evidence of their effectiveness, a meta-analysis was conducted. On average, across 26 studies and 95 effect sizes (N = 11,069), accommodations improved test performance by .16 standard deviations. Both test content and sampling design were found to moderate accommodation effectiveness; however, none of the accommodations investigated were found to have intervention effects that were statistically different from zero. Overall, these results suggest that currently employed EL test accommodations lack evidence of their effectiveness.  相似文献   

15.
This qualitative research report adopts a critical pedagogy perspective to examine the provision of classroom accommodations for postsecondary students with learning disabilities. Although instructors in the United States are bound to abide by disability rights laws, we also believe instructors can act in ways that allow students to feel comfortable in disclosing their disabilities and in requesting and accessing accommodations for these disabilities. We engaged the voices of 10 university students living with learning disabilities through a series of semi‐structured interviews. These students offered a variety of statements on the ways that their disabilities were accommodated or not by their instructors. We classified these perceptions into three kinds of accommodation perceived by university students with learning disabilities: non‐accommodation, formal accommodation and accommodation for all students. We discuss the implications that these types of accommodations have for pedagogy and offer recommendations for effective techniques for accommodating for all. We hope the voices of these students will serve to enhance communication between students with learning disabilities and their professors.  相似文献   

16.
Linguistic complexity of test items is one test format element that has been studied in the context of struggling readers and their participation in paper-and-pencil tests. The present article presents findings from an exploratory study on the potential relationship between linguistic complexity and test performance for deaf readers. A total of 64 students completed 52 multiple-choice items, 32 in mathematics and 20 in reading. These items were coded for linguistic complexity components of vocabulary, syntax, and discourse. Mathematics items had higher linguistic complexity ratings than reading items, but there were no significant relationships between item linguistic complexity scores and student performance on the test items. The discussion addresses issues related to the subject area, student proficiency levels in the test content, factors to look for in determining a "linguistic complexity effect," and areas for further research in test item development and deaf students.  相似文献   

17.
Test accommodations for English learners (ELs) are intended to reduce the language barrier and level the playing field, allowing ELs to better demonstrate their true proficiencies. Computer-based accommodations for ELs show promising results for leveling that field while also providing us with additional data to more closely investigate the validity and effectiveness of those accommodations. In this study, we evaluate differences across non-ELs and two EL groups in their decision to use either of two computer-based accommodations on high school history and math assessments. We also evaluate differences in response times across these groups. Results showed that ELs used accommodations more than non-ELs; however, many students did not use any accommodations, and use decreased as the assessment progressed. In addition, students had longer response time for items with accommodations in history but not mathematics. Recommendations for future research in accommodations for ELs are discussed.  相似文献   

18.
Providing appropriate test accommodations to most English language learners (ELLs) is important to facilitate meaningful inferences about learning. This study compared teacher large-scale test accommodation recommendations to those from a literature- and practitioner-grounded accommodation selection taxonomy. The taxonomy links student-specific needs, strengths, and schooling experiences to large-scale test accommodation recommendations that differentially minimize barriers of access for students with different profiles. A blind panel of experts rated four sets of recommendations for each of 114 ELLs. Results found the taxonomy was a significantly better fit for distinguishing accommodations by student need than teacher recommendations. Further, the fit of teacher recommendations showed no difference when the teacher used a structured data collection procedure to gather profile information about each of their ELLs and when they did not, and teachers’ recommendations were not found to differ significantly from a random set of accommodations. Findings are consistent with previous literature that suggests the task of matching specific accommodations to individual needs, rather than the task of identifying individual needs, is where teachers struggle in recommending appropriate test accommodations.  相似文献   

19.
Read‐aloud accommodations have been proposed as a way to help remove barriers faced by students with disabilities in reading comprehension. Many empirical studies have examined the effects of read‐aloud accommodations; however, the results are mixed. With a variance‐known hierarchical linear modeling approach, based on 114 effect sizes from 23 studies, a meta‐analysis was conducted to examine the effects of read‐aloud accommodations for students with and without disabilities. In general, both students with disabilities and students without disabilities benefited from the read‐aloud accommodations, and the accommodation effect size for students with disabilities was significantly larger than the effect size for students without disabilities. Further, this meta‐analysis reveals important factors that influence the effects of read‐aloud accommodations. For instance, the accommodation effect was significantly stronger when the subject area was reading than when the subject area was math. The effect of read‐aloud accommodations was also significantly stronger when the test was read by human proctors than when it was read by video/audio players or computers. Finally, the implications, limitations, and directions for future research are discussed.  相似文献   

20.
In Italy, from the 2003 reports to the present, the National Institute for the Educational Evaluation of Instruction and Training (INVALSI) has conducted research on Programme for International Student Assessment (PISA) results in order to understand Italian students’ low achievement in mathematics. In the present paper, data from a representative sample of 15-year-old Italian students who participated in PISA 2012 were analysed. This study’s primary aim is to verify how students’ linguistic competences are associated with their performance in mathematics. For the evaluation of the impact of item reading demand on students’ performance, we selected 24 mathematics items with a high reading demand and 31 mathematics items with a low reading demand, as classified by Italian language and methodology experts. Repeated measure variance analyses were conducted. The results showed differences in function of gender: females are advantaged in mathematics items with a high reading demand, independent of their level of reading literacy. In contrast, males are advantaged in mathematics items with a low reading demand, independent of their level of reading literacy. Possible policy implications are discussed.  相似文献   

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