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Test Design Considerations for Students with Significant Cognitive Disabilities
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Anderson, 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
Accommodations and Item-Level Analyses Using Mixture Differential Item Functioning Models
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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
Self-Ratings of Professional Knowledge and Skills in Early Intervention.
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Bailey, Donald B., Jr.; And Others – Journal of Special Education, 1990
Early intervention professionals (N=95) rated their own knowledge and skills in 16 areas of competency. The paper analyzes the distinction between knowledge and skills, identification of item clusters, and changes in ratings over time. Findings provide partial support for the usefulness of self-ratings in the context of inservice education. (JDD)
Descriptors: Disabilities, Early Intervention, Evaluation Methods, Factor Analysis
Assessment of Written Expression for Students in Compensatory and Special Education Programs.
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Tindal, Gerald; Parker, Richard – Journal of Special Education, 1989
Eight direct scoring indices of written expression were intercorrelated, factor analyzed, and used to predict holistic judgments of writing samples of 172 middle-school students in compensatory/specialized education programs. Strongest predictors of holistic ratings were percentage of words correctly sequenced and percentage of correctly spelled…
Descriptors: Creative Writing, Disabilities, Evaluation Methods, Factor Analysis
Cognitive Modifiability and Cognitive Performance of Deaf and Hearing Preschool Children.
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Tzuriel, David; Caspi, Naomi – Journal of Special Education, 1992
This study, with 26 deaf and 26 pair-matched hearing preschool children, first assessed their cognitive modifiability using dynamic and static-convention instruments, and then compared the factorial pattern of the cognitive measures in both groups. Results are interpreted according to the Structural Cognitive Modifiability and Mediated Learning…
Descriptors: Cognitive Processes, Cognitive Restructuring, Cognitive Structures, Cognitive Tests
Redefining the WISC-R: Implications for Professional Practice and Public Policy.
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Macmann, Gregg M.; Barnett, David W. – Journal of Special Education, 1992
The factor structure of the Wechsler Intelligence Scale for Children (Revised) was examined in the standardization sample using new methods of factor analysis. The substantial overlap across factors was most parsimoniously represented by a single general factor. Implications for public policy regarding the purposes and outcomes of special…
Descriptors: Disabilities, Educational Policy, Elementary Secondary Education, Evaluation Methods