The Effects of Testing Accommodations on Students' Performances and Reactions to Testing

School Psychology Quarterly

Volumn 23, Issue 1, 2008, Pages 107-124

  Lang, Sylvia C ^a   Elliott, Stephen N ^b   Bolt, Daniel M ^c   Kratochwill, Thomas R ^c  

^a San Diego City Schools ^*  (United States)

^b VANDERBILT UNIVERSITY   (United States)

^c UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

consequential validity; fairness; testing accommodations

Indexed keywords

EID: 67949109311     PISSN: 10453830     EISSN: None     Source Type: Journal    
DOI: 10.1037/1045-3830.23.1.107     Document Type: Article

References (21)

1. American Educational Research Association, American Psychological Association, and National Council on Measurement in Education. Standards for educational and psychological testing (1999), Author, Washington, DC
2. Cohen J. A power primer. Psychological Bulletin 112 (1992) 155-159
3. CTB/McGraw-Hill. TerraNova Multiple Assessments Battery (1997), Author, Monterey, CA
4. Elliott S.N., Braden J.P., and White J.L. Assessing one and all: Educational accountability for students with disabilities (2001), Council for Exceptional Children, Alexandria, VA
5. Elliott S.N., Kratochwill T.R., and Schulte A.G. Assessment accommodations checklist (1999), CTB/McGraw-Hill, Monterey, CA
6. Elliott S.N., and Marquardt A.M. Extended time as testing accommodations: Its effects and perceived consequences. Exceptional Children 70 (2004) 349-367
7. Fulk C.L., and Smith P.J. Students' perceptions of teachers' instructional and management adaptations for students with learning or behavior problems. The Elementary School Journal 95 (1995) 409-419
8. Individuals With Disabilities Education Act, 20 U.S. C. § 1400 et seq. (1997). As amended by the Individuals With Disabilities Education Act Amendments of 1997, Pub. L. No. 105-17, 111 Stat. 37.
9. Jayanthi M., Epstein M.H., Polloway E.A., and Bursack W.D. A national survey of general education teachers' perceptions of testing adaptations. The Journal of Special Education 30 (1996) 99-115
10. Kosciolek S., and Ysseldyke J.E. Effects of a reading accommodation on the validity of a reading test (Tech. Rep. No. 28) (2000), University of Minnesota, National Center on Educational Outcomes, Minneapolis, MN. http://education.umn.edu/NCEO/OnlinePubs/Technical28.htm Retrieved May 4, 2003, from the http://education.umn.edu/NCEO/OnlinePubs/Technical28.htm
11. McKevitt B.C., and Elliott S.N. The use of testing accommodations on a standardized reading test: Effects of scores and attitudes about testing. School Psychology Review 32 (2003) 583-600
12. Messick S. Validity of psychological assessment: Validation of inferences from persons' responses and performances as scientific inquiry into score meaning. American Psychologist 50 (1995) 741-749
13. Messick S. Validity of performance assessments. In: Phillips G.W. (Ed). Technical issues in large-scale performance assessment (1996), U.S. Department of Education, Washington, DC 1-18
14. Nelson J.S., Jayanthi M., Epstein M.H., and Bursuck W.D. Student preferences for adaptations in classroom testing. Remedial and Special Education 21 (2000) 41-52
15. Phillips S.E. High-stakes testing accommodations: Validity versus disabled rights. Applied Measurement in Education 7 (1994) 93-120
16. Polloway E.A., Bursuck W.D., Jayanthi M., Epstein M.H., and Nelson J.S. Treatment acceptability: Determining appropriate interventions within inclusive classrooms. Intervention in School & Clinic 31 (1996) 133-144
17. Schulte A.G., Elliott S.N., and Kratochwill T.R. Experimental analysis of the effects of testing accommodations on students' standardized achievement test scores. School Psychology Review 30 (2001) 527-547
18. Tindal G., and Fuchs L. A summary of research on testing accommodations: What we know so far (1999), University of Kentucky Mid-South Regional Resource Center, Lexington, KY
19. Vaughn S., Schumm J.S., Niarhos F.J., and Daugherty T. What do students think when teachers make adaptations?. Teaching and Teacher Education 9 (1993) 107-118
20. Vaughn S., Schumm J.S., Niarhos F.J., and Gordon J. Students' perceptions of two hypothetical teachers' instructional adaptations for low achievers. The Elementary School Journal 94 (1993) 87-102
21. Ysseldyke J. Intended and unintended consequences of high-stakes assessment systems. Trainers Forum: Periodical of the Trainers of School Psychologists 22 (2002) 1-3 11