NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: EJ1111223
Record Type: Journal
Publication Date: 2008-Jul
Pages: 152
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2330-8516
EISSN: N/A
Evidence-Centered Assessment Design for Reasoning about Accommodations for Individuals with Disabilities in NAEP Reading and Mathematics. Research Report. ETS RR-08-38
Hansen, Eric G.; Mislevy, Robert J.; Steinberg, Linda S.
ETS Research Report Series, Jul 2008
Accommodations play a key role in enabling individuals with disabilities to participate in the National Assessment of Educational Progress (NAEP) and other large-scale assessments. However, it can be difficult to know how accommodations affect the validity of results, thus making it difficult to determine which accommodations should be allowed. This study describes recent extension of evidence-centered assessment design (ECD) for reasoning about the impact of accommodations and other accessibility features (e.g., universal design features) on the validity of assessment results, using examples from NAEP reading and mathematics. The study found that the ECD-based techniques were useful in analyzing the effects of accommodations and other accessibility features on validity. Such design capabilities may increase assessment designers' capacity to employ accessibility features without undermining validity.
Educational Testing Service. Rosedale Road, MS19-R Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; e-mail: RDweb@ets.org; Web site: https://www.ets.org/research/policy_research_reports/ets
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
Grant or Contract Numbers: N/A