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Randall, Jennifer; Cheong, Yuk Fai; Engelhard, George, Jr. – Educational and Psychological Measurement, 2011
To address whether or not modifications in test administration influence item functioning for students with disabilities on a high-stakes statewide problem-solving assessment, a sample of 868 students (with and without disabilities) from 74 Georgia schools were randomly assigned to one of three testing conditions (resource guide, calculator, or…
Descriptors: Item Response Theory, Models, Context Effect, Test Bias