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Special Topic Area:
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| >Introduction >Frequently Asked Questions >State Accommodations Policies >Publications and Other Accommodations Resources >Online Accommodations Bibliography >State Accommodations Research |
Results
from States'
Research on Assessment Accommodations
The need for states to gather information on accommodations that answers their own questions and meets their own needs became evident as a result of work undertaken by the Assessment Special Education Students subgroup of the State Collaborative on Assessment and Students Standards, sponsored by the Council of Chief State School Officers. The National Center on Educational Outcomes (NCEO) supported states in their efforts to examine accommodations. The research addressed State-selected questions relevant to (1) IEP team decisions about accommodations in large-scale assessments, and (2) effects of test accommodations on the reporting and use of scores in large-scale assessments.
Four states were awarded subcontracts from NCEO. Summaries of the results of each of these studies are included here, with more complete summaries following.
Kansas conducted a set of studies that considered the effects of language complexity and the use of calculators on the statewide assessment performance of students with disabilities. The first study analyzed both linguistic characteristics and mathematics features in a large pool of mathematics test items at three grade levels. The study found that the linguistic feature of specific math vocabulary words affected nearly all groups at each grade. English language learners, students with disabilities and ethnic minorities did not show distinct profiles of impact by item characteristics. The second study examined the comparability of student performance on mathematics items modified to reduce language complexity while retaining identical mathematics content. The translation of test items into plain English neither advantaged nor disadvantaged the performance of students who were primarily English proficient. There were none or slight effects of the plain English version for English language learners and a frequent benefit to students with disabilities. The third study addressed calculator use as an additional modification to language simplification with elementary students. The study found that calculator availability may provide a modest benefit to lower-performing students with disabilities or the benefit may be entirely explained by the simplified language of the items.
Rhode Island examined IEP team accommodation decision-making practices. IEP teams were trained followed by an examination of changes in participation rates, the range of accommodations recommended, and the performance of students with disabilities. Findings report an increased need for training and information for educators about the selection and use of accommodations for instruction and assessment. Assessment accommodations were often found to be “bundled” for groups of students, rather than following documented IEP recommendations in an effort to “cover all bases for as many students as possible.” Appropriate locations for testing and sufficient staffing posed problems for the implementation of assessment accommodations. Significant differences were found between the provision of instructional and assessment accommodations.
West Virginia examined the test performance of students with different disabilities and in various least restrictive environments as they differed according to testing conditions. Students with disabilities as a group made gains in reading, math, and English language arts. Achievement varied by disability group and by standard versus non-standard test conditions. The study also found different policies for deciding which students with disabilities were tested under standard or non-standard conditions. Least Restrictive Environment was the most important predictor of performance and had the strongest relationship with assignment to testing conditions.
Oregon developed a needs assessment that can be used to examine current accommodations knowledge and practice of general and special education teachers and parents. In addition, research efforts to support the development of an effective professional development module were carried out.
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