ERIC Number: EJ722502
Record Type: Journal
Publication Date: 2005
Reference Count: N/A
Improving Assessment Validity for Students With Disabilities in Large-Scale Assessment Programs
Shaftel, Julia; Yang, Xiangdong; Glasnapp, Douglas; Poggio, John
Educational Assessment, v10 n4 p357-375 2005
A test designed with built-in modifications and covering the same grade-level mathematics content provided more precise measurement of mathematics achievement for lower performing students with disabilities. Fourth-grade students with disabilities took a test based on modified state curricular standards for their mandated statewide mathematics assessment. To link the modified test with the general test, a block of items was administered to students with and without disabilities who took the general mathematics assessment. Item difficulty and student mathematics ability parameters were estimated using item response theory (IRT) methodology. Results support the conclusion that a modified test, based on the same curricular objectives but providing a more targeted measurement of expected outcomes for lower achieving students, could be developed for this special population.
Descriptors: Disabilities, Mathematics Achievement, Item Response Theory, Mathematics Tests, Grade 4, Curriculum Based Assessment, Special Education, Test Validity, Student Evaluation
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 4
Authoring Institution: N/A