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Tindal, Gerald; Ketterlin-Geller, Leanne R. – National Assessment Governing Board, 2004
This paper focuses on the use of accommodations by students with disabilities in large-scale assessment programs. The paper is divided into three sections. The first section summarizes the primary issues relevant to including students with disabilities in large-scale testing. The second sections summarizes the research on such participation in the…
Descriptors: Testing Accommodations, Measurement, Mathematics Tests, National Competency Tests
Ketterlin-Geller, Leanne; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2004
Focus groups were used to examine the needs of students taking a computer adaptive math assessment. The assessment designed using universal design and item response theory. Focus groups included teachers, administrators, child advocacy groups, and 3rd grade students and parents from the following groups: students with disabilities, students in…
Descriptors: Focus Groups, Access to Computers, Disabilities, Child Advocacy
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Crawford, Lindy; Tindal, Gerald – Exceptionality, 2004
Researchers investigated the effects of a read-aloud modification on students' performance on a reading comprehension test. A total of 338 students in Grades 4 and 5 participated; 76 of these students (22%) received special education services, the majority of whom were labeled learning disabled. Students completed a standardized reading…
Descriptors: Elementary School Students, Special Education, Reading Tests, Listening Comprehension
Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2004
This technical report presents an overview of a reading assessment used by a large school district in the Pacific Northwest. It provides sufficient background information to enable those unfamiliar with the assessment to understand the various subtests that comprise it as well as its development and application in the district for making…
Descriptors: Reading Tests, Educational Assessment, School Districts, Item Response Theory
Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2004
This report summarizes the spring 2003, seventh-grade reading achievement data from five different schools in an urban school district in a mid-sized city in the Pacific Northwest. The original data set contained 358 students, but 96 students were removed from the data set prior to analysis because they had no scores in any of the dependent…
Descriptors: Urban Schools, Reading Fluency, Reading Achievement, Grade 7
Beghetto, Ron; Tindal, Gerald – Behavioral Research and Teaching, 2004
In response to the No Child Left Behind Act of 2001, school districts are working to develop assessment systems to monitor student progress. In the area of reading, three measures can provide useful information about students' developing proficiency: a test of oral reading fluency (ORF), a vocabulary test, and a reading comprehension test…
Descriptors: Reading Comprehension, Test Items, Reading Fluency, Federal Legislation
Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2004
The No Child Left Behind Act of 2001 has increased the role of assessment in K-12 education. Designed to ensure that all students meet high academic standards, the law currently requires states receiving Title I funds to test all children annually in reading and math in grades 3 through 8 and report student performance disaggregated by poverty,…
Descriptors: Reading Comprehension, Reading Fluency, Reading Achievement, Grade 4
Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2004
This technical report provides data on the extent to which progress monitoring measures explain reading achievement. The four progress monitoring measures discussed are: letter sounding, phonemic segmentation, oral reading fluency, and comprehension given in either oral or written form. These measures were administered to first grade students in…
Descriptors: Reading Comprehension, Listening Comprehension, Reading Fluency, Phonemics
Alonzo, Julie; Ketterlin-Geller, Leanne; Tindal, Gerald – Behavioral Research and Teaching, 2004
This technical report documents the procedures followed in developing student and teacher surveys to gather information about the accommodations students are accustomed to receiving and those that might be beneficial on a mathematics test delivered on the computer. It provides documentation of the technical adequacy of the survey instruments, as…
Descriptors: Feedback (Response), Delivery Systems, Testing Accommodations, Mathematics Tests
Geller, Leanne Ketterlin; Tindal, Gerald – Behavioral Research and Teaching, 2004
This technical report outlines the results of a correlational study of an Oral Reading Fluency (ORF) measure, a Reading Comprehension measure, a Vocabulary measure, and a statewide, large-scale reading assessment. The effects of school income level, gender, ethnicity, Special Education status, and English Language Learner status are also…
Descriptors: Reading Comprehension, Reading Fluency, Income, Reading Achievement
Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2004
The No Child Left Behind Act of 2001 has increased the importance of assessment in K-12 education. Designed to ensure that all students meet high academic standards, the law currently requires states receiving Title I funds to test all children annually in reading and math in grades 3 through 8 and report student performance disaggregated by…
Descriptors: Reading Fluency, Reading Comprehension, Vocabulary, Reading Tests
Peer reviewed Peer reviewed
Tindal, Gerald; McDonald, Marilee; Tedesco, Marick; Glasgow, Aaron; Almond, Pat; Crawford, Lindy; Hollenbeck, Keith – Exceptional Children, 2003
A series of standardized tasks was developed using the same constructs as operationalized in a state's large-scale assessment program. Student performance (n=437) was then analyzed. In reading and math, teachers (n=131) were successfully trained to administer the tasks and judge performance, providing a system with instructional and evaluative…
Descriptors: Academic Standards, Alternative Assessment, Educational Assessment, Elementary Secondary Education
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Ketterlin-Geller, Leanne R.; McCoy, Jan D.; Twyman, Todd; Tindal, Gerald – Assessment for Effective Intervention, 2003
Discussion of problems in documenting student performance and progress focuses on middle-secondary subject matter, the state standards that are fundamental to most large-scale assessment systems, and curriculum text structures that limit the type of learning that can be documented. It suggests critical thinking measures as an alternative procedure…
Descriptors: Academic Standards, Critical Thinking, Curriculum Based Assessment, Educational Assessment
Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2003
Effectively teaching low-achieving and learning disabled students is challenging. Concept-based instruction is recognized as a particularly effective technique for helping students in these populations attain high levels of achievement (Tindal, Nolet, & Blake, 1992). The maze (a reading selection where certain words have been deleted and…
Descriptors: Feedback (Response), Language Arts, Student Improvement, Academic Achievement
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Helwig, Robert; Tindal, Gerald – Exceptional Children, 2003
Students in general (n=973) and special education (n=245) in elementary and middle schools were administered an accommodated (test was read-aloud) and a standard mathematics achievement test. Teachers were no more successful than chance at predicting which students would benefit from the accommodation. A developed student profile did not match…
Descriptors: Academic Accommodations (Disabilities), Disabilities, Elementary Secondary Education, Large Scale Assessment
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