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ERIC Number: ED187767
Record Type: Non-Journal
Publication Date: 1980-Apr
Pages: 98
Abstractor: N/A
Reference Count: N/A
Test Development Procedures for Including Handicapped Students in New Jersey's State Assessment Program.
Greenberg, Lydia
Reading and mathematics tests of the New Jersey Minimum Basic Skills Tests were modified to accomodate handicapped students, in order to determine whether or not students would perform better on the modified test forms. Changes were made in the format of the test booklets, answer sheets, and administration instructions to accomodate the following categories of disabilities: communication impaired, mentally retarded, emotionally disturbed, orthopedically handicapped, chronically ill, perceptually impaired, neurologically impaired, multiply handicapped, and socially malajusted. Braille, large-print, or signed versions of the standard test were felt to be appropriate for visually and hearing impaired students. Either the standard or modified versions of the reading and mathematics tests were administered to fourth, seventh, tenth, and twelfth grade students in order to field test the acceptability of the modifications. Results showed that reading test performance was better on the modified version for grades 7, 10, and 12, while there were no significant differences in performance on the mathematics tests at any grade level. Uncluttered test pages and large print appeared to influence performance. (Modified test manuals; sample test items and answer sheets from standard and modified tests; and brief recommendations regarding individualized educational programs are included). (GDC)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: New Jersey State Dept. of Education, Trenton. Div. of Operations, Research, and Evaluation.
Identifiers - Location: New Jersey