Opportunity to Learn What Is on the Test and Performance on the Test

Autor/inn/en	Elliott, Stephen N.; Kurz, Alexander; Yel, Nedim
Titel	Opportunity to Learn What Is on the Test and Performance on the Test
Quelle	In: Journal of Special Education, 53 (2019) 2, S.76-84 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466918802465
Schlagwörter	Test Wiseness; Test Preparation; Mathematics Tests; Students with Disabilities; Mathematics Instruction; Standardized Tests; Inclusion; Elementary School Students; Middle School Students; Outcomes of Education; Achievement Tests; Mathematics Achievement; Curriculum Based Assessment + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Mathematics lessons; Mathematikunterricht; Standadised tests; Standardisierter Test; Inklusion; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lernleistung; Schulerfolg; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	State accountability systems assume standards based instruction and test content are highly aligned and opportunities to learn the content exist equally for all students. This alignment between content taught and tested is important to understand achievement, yet it is rarely examined. Teachers from Grades 3 to 8 participated along with students without disabilities (n = 116) and students with a disability (n =104) who received all mathematics instruction in their general education. Teachers recorded over 155 days of instructional information for mathematics and administered an interim mathematics test at the end of the year. We found an average of 44% of mathematics content standards were taught and tested, while 22% were not taught but tested. The results indicated students without disabilities did significantly better than students with disabilities on content taught and tested, but not so on content not taught but tested. Limitations and research needed conclude the article. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01