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ERIC Number: EJ1060265
Record Type: Journal
Publication Date: 2015-May
Pages: 13
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-0022-4669
Test Design Considerations for Students with Significant Cognitive Disabilities
Anderson, Daniel; Farley, Dan; Tindal, Gerald
Journal of Special Education, v49 n1 p3-15 May 2015
Students with significant cognitive disabilities present an assessment dilemma that centers on access and validity in large-scale testing programs. Typically, access is improved by eliminating construct-irrelevant barriers, while validity is improved, in part, through test standardization. In this article, one state's alternate assessment data were analyzed to determine the impact of (a) administration supports based on students' level of independence and (b) a scaffold test administration format. Using structural equation modeling, we tested the extent to which students' level of independence mediated the relation between disabilities and latent content knowledge scores. We then tested the invariance of the measurement model across administration formats. The results provide evidence that these supports help students access the test without compromising the validity of test-based inferences.
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: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 5; Middle Schools; Grade 6; Grade 7; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A100026