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Autor/inn/en | Elliott, Stephen N.; Kettler, Ryan J.; Beddow, Peter A.; Kurz, Alexander; Compton, Elizabeth; McGrath, Dawn; Bruen, Charles; Hinton, Kent; Palmer, Porter; Rodriguez, Michael C.; Bolt, Daniel; Roach, Andrew T. |
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Titel | Effects of Using Modified Items to Test Students with Persistent Academic Difficulties |
Quelle | In: Exceptional Children, 76 (2010) 4, S.475-495 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0014-4029 |
Schlagwörter | Eligibility; Alternative Assessment; Academic Achievement; Mathematics Tests; Achievement Tests; Program Effectiveness; Adaptive Testing; Test Items; Academic Standards; Grade 8; Reading Achievement; Mathematics Achievement; Reading Tests; Federal Legislation; Arizona; Hawaii; Idaho; Indiana Eignung; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Test content; Testaufgabe; School year 08; 8. Schuljahr; Schuljahr 08; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lesetest; Bundesrecht |
Abstract | This study investigated the effects of using modified items in achievement tests to enhance accessibility. An experiment determined whether tests composed of modified items would reduce the performance gap between students eligible for an alternate assessment based on modified achievement standards (AA-MAS) and students not eligible, and the impact on student proficiency levels. Three groups of eighth-grade students (N = 755) from four states took original and modified versions of reading and mathematics tests. Findings indicate modified item conditions were significantly easier for all students and modifications would result in more AA-MAS eligible students meeting proficiency status. Study limitations and follow-up research on item modifications and the performance of students with disabilities are discussed. (Contains 9 tables and 2 figures.) (As Provided). |
Anmerkungen | Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1 |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |