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ERIC Number: ED511744
Record Type: Non-Journal
Publication Date: 2010-May
Pages: 66
Abstractor: ERIC
Reference Count: 50
ISBN: N/A
ISSN: N/A
A Summary of the Research on the Effects of Test Accommodations: 2007-2008. Technical Report 56
Cormier, Damien C.; Altman, Jason; Shyyan, Vitaliy; Thurlow, Martha L.
National Center on Educational Outcomes, University of Minnesota
The use of accommodations for both instruction and assessment continues to be of great importance for students with disabilities. The purpose of this report is to provide an update on the state of the research on testing accommodations, as well as to identify promising areas of research likely to contribute to understanding of current and emerging issues. The research is summarized to facilitate a discussion of trends in current research and to provide a better understanding of the implications related to accommodations use in the development of future policy directions, implementation of current and new accommodations, and the reliable and valid interpretation when used in testing situations. Many of the 40 research studies reviewed sought to study the effects of accommodations on scores or to compare accommodated scores to non-accommodated versions of a similar testing instrument. The most researched content areas were mathematics and reading. Most studies used a large sample of more than 300 participants, who often were K-12 students; students often were from multiple grade levels. Research samples most often included students with learning disabilities compared to other disability classifications. Presentation accommodations were studied by more than half of all the research studies published in 2007-2008. Findings from these studies were mixed for most specific accommodations, such as read-aloud and extended time, as well as for studies in which accommodations were aggregated. There was some consensus on the equivalence of computer-based tests and paper-and-pencil test formats. Appendices include: (1) Research Purposes; (2) Research Characteristics; (3) Assessment/Instrument Characteristics; (4) Participant and Sample Characteristics; (5) Accommodations Studied; (6) Research Findings; and (7) Limitations and Future Research. (Contains 34 tables and 2 figures.)
National Center on Educational Outcomes. University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://www.cehd.umn.edu/nceo
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: National Center on Educational Outcomes
Identifiers - Assessments and Surveys: Nelson Denny Reading Tests; Wechsler Adult Intelligence Scale; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Achievement