(DOWNLOAD) "Effects of Accommodations on High-Stakes Testing for Students with Reading Disabilities." by Exceptional Children * eBook PDF Kindle ePub Free
eBook details
- Title: Effects of Accommodations on High-Stakes Testing for Students with Reading Disabilities.
- Author : Exceptional Children
- Release Date : January 01, 2006
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 229 KB
Description
The effects of accommodations on the performance of students with disabilities on accountability and other high-stakes tests have been the topic of several recent reviews (Chiu & Pearson, 1999; Fuchs, Fuchs, & Capizzi, in press; Sireci, Li, & Scarpati, 2003; Thompson, Blount, & Thurlow, 2002; Tindal & Fuchs, 2000). These reviews lamented the relative dearth of empirical studies of the effects of accommodations, noting that the research base was inconsistent and not adequate to support firm conclusions about the impact of accommodations on the test performance of students with disabilities. The lack of consistency across studies reflected the wide range of accommodations evaluated in research, differences in implementation, and the heterogeneity of the students identified as disabled (Sireci et al.). The accommodation with the most support involved the provision of extended time for students with disabilities. Unfortunately, extended time, particularly on timed reading tests, benefited students with disabilities only slightly more than students without disabilities. Although some studies failed to demonstrate differential effects of extended time for students with disabilities (Elliot & Marquart, 2004), the meta-analysis Of Chiu and Pearson (1999) reported an effect size of .37 standard deviations for students with disabilities that was only slightly higher than for students without disabilities (.30). Accommodations that benefit students with and without disabilities are of concern because when all students benefit from an accommodation and it is provided only to students With disabilities, the accommodation provides an unfair advantage to those with disabilities. The scores of students with disabilities may be optimal, but optimal scores may not be valid indicators of the students' level of performance because they mask the true effects of the disability (Fuchs et al., in press).
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