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ERIC Number: ED423632
Record Type: RIE
Publication Date: 1998
Pages: 26
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Accommodating Students with Disabilities on Large-Scale Tests: An Empirical Study of Student Response and Test Administration Demands.
Tindal, Gerald; Heath, Bill; Hollenbeck, Keith; Almond, Patricia; Harniss, Mark
In this study, fourth-grade special education students (n=78) and general education students (n=403) took a large-scale statewide test using standard test administration procedure and two major accommodations addressing response conditions and test administration. On both reading and math tests, students bubbled in answers on a separate sheet (the standard condition) for half the test and marked the test booklet directly (the accommodated condition) for the other half of the test. For a subgroup of students, the math test was read to them by a trained teacher. On the reading tests, general education students performed significantly higher than special education students. Performance, however, was not influenced by the response conditions and remained comparable whether students were required to bubble the answer sheet or allowed to mark the test booklet. The same findings occurred on the math tests with general education students performing significantly better than special education students and student performance not affected by response conditions. When the math test was orally read to students, general education students outperformed special education students; however, students in special education performed significantly higher when the math test was read by teachers than when they read the test themselves. (Contains 21 references and 4 tables.) (CR)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED478424