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ERIC Number: EJ1004795
Record Type: Journal
Publication Date: 2012-Feb
Pages: 7
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-0731-9487
High-Stakes Testing for Students with Mathematics Difficulty: Response Format Effects in Mathematics Problem Solving
Powell, Sarah R.
Learning Disability Quarterly, v35 n1 p3-9 Feb 2012
Students with disabilities are frequently granted accommodations for high-stakes standardized tests to provide them an opportunity to demonstrate their academic knowledge without interference from their disability. One type of possible accommodation, test response format, concerns whether students respond in multiple-choice or constructed-response format. An experimental study was conducted to assess the performance differences of third-grade students with mathematics difficulty on a test of mathematics problem solving as a function of response format. Students responding in the multiple-choice format had a significant advantage over students answering in the constructed-response format. (Contains 2 tables.)
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A