NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1254216
Record Type: Journal
Publication Date: 2020-Jun
Pages: 12
Abstractor: As Provided
ISSN: ISSN-2154-1647
An Examination of Measurement Comparability for a School Accountability Test among Accommodated and Non-Accommodated Students with Autism
Witmer, Sara E.; Roschmann, Sarina
Education and Training in Autism and Developmental Disabilities, v55 n2 p173-184 Jun 2020
Although it is critical for students with autism to be included in large-scale assessment and accountability systems, it is not clear how to best measure their underlying academic skills and knowledge. Additional empirically-supported guidance is necessary to assist school teams that need to make decisions about how to best include students with autism in such systems. Test accommodations may be needed to ensure appropriate measurement on large-scale tests, but it is important to empirically explore whether they are meeting this intended purpose. In the current study, existing statewide test data were analyzed to determine the extent to which measurement comparability was apparent for students with autism receiving and not receiving accommodations on a math test used for accountability purposes. Limited differential item functioning (DIF) was identified for all comparisons, suggesting that existing school-based decisions to include students with autism in regular accountability testing do not correspond to serious measurement concerns. Implications for research and practice are provided.
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 7; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan
Grant or Contract Numbers: N/A