ERIC Number: ED434459
Record Type: Non-Journal
Publication Date: 1999-Sep
Reference Count: N/A
Test Changes: An Empirical Basis for Defining Accommodations. Project FORUM at NASDSE. A Synthesis Brief.
National Association of State Directors of Special Education, Alexandria, VA.
In light of the 1997 Amendments to the Individuals with Disabilities Education Act requiring the inclusion of students with disabilities in state and district assessments, this report summarizes findings of a research synthesis designed to provide empirically based data to inform states regarding decision making for assessment polices. The research reviewed a total of 114 studies. Results found: (1) extended time may be an appropriate accommodation; (2) positive effects for students with disabilities occurred as a result of test setting changes; (3) computer-based testing must be interpreted with caution due to rapidly changing technology and the lack of large-scale studies; (4) findings favor the use of familiar examiners, typically the student's classroom teacher, to provide accommodations and administer the test; (5) the use of large print or Braille and the reading aloud of math problems have been differentially effective; (6) dictation to a proctor or scribe appears to be effective in improving performance for students with and without disabilities; and (7) performance on standardized tests is greatly enhanced by reinforcement during the testing situation. An appendix includes the types of testing accommodations made for students with disabilities in the areas of setting, timing, response, presentation, test directions, and assistive devices. (CR)
Descriptors: Assistive Devices (for Disabled), Disabilities, Elementary Secondary Education, Performance Factors, Positive Reinforcement, Standardized Tests, Student Evaluation, Student Participation, Testing Accommodations, Testing Problems, Time Factors (Learning)
Project FORUM; Tel: 703-519-3800 (Voice); Tel: 703-519-7008 (TDD); e-mail: firstname.lastname@example.org; available in alternative formats.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Association of State Directors of Special Education, Alexandria, VA.
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act Amendments 1997