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Direct linkAnderson, Daniel; Farley, Dan; Tindal, Gerald – Journal of Special Education, 2015
Students with significant cognitive disabilities present an assessment dilemma that centers on access and validity in large-scale testing programs. Typically, access is improved by eliminating construct-irrelevant barriers, while validity is improved, in part, through test standardization. In this article, one state's alternate assessment data…
Descriptors: Mental Retardation, Evaluation Methods, Student Evaluation, Standardized Tests
Cho, Hyun-jeong; Kingston, Neal – Journal of Special Education, 2015
Recent studies have raised concerns about the vagueness of alternate assessment eligibility guidelines, specifically, that students with mild disabilities (SWMD) have been inappropriately assigned to alternate assessment--alternate achievement standards (AA-AAS). In this study, special education teachers (N = 317) were surveyed about SWMD in…
Descriptors: Standardized Tests, Special Education Teachers, Teacher Surveys, Vignettes
Scarpati, Stanley E.; Wells, Craig S.; Lewis, Christine; Jirka, Stephen – Journal of Special Education, 2011
The purpose of this study was to use differential item functioning (DIF) and latent mixture model analyses to explore factors that explain performance differences on a large-scale mathematics assessment between examinees allowed to use a calculator or who were afforded item presentation accommodations versus those who did not receive the same…
Descriptors: Testing Accommodations, Test Items, Test Format, Validity
