Appropriate assignment of accommodations is predicated on a clear distinction between target skills and access skills. In this study, we examine the agreement between test developer/researchers’ and educators’ classification of target and access skills as a possible explanatory mechanism for assigning accommodations. Findings indicate that participants with expertise in mathematics education had the highest agreement when classifying target skills, as evidenced by a higher overall sensitivity value and the greatest number of items with the highest sensitivity value. Conversely, special education faculty members had the highest overall agreement when classifying access skills, as evidenced by a higher overall specificity value. Mathematicians, however, had the highest sensitivity values for the greatest number of items. Implications for accommodation assignment practices are discussed.

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The purpose of this meta-analysis was to examine the literature base of single-case research design studies using video analysis to determine its effectiveness on teacher outcomes. Primary, ancestral, citation, and first author searches identified 12,047 dissertations and peer-reviewed articles published from 2010 to 2020. Each study ( n = 24) was scored on its adherence to the What Works Clearinghouse design quality standards. A total of 16 articles were reviewed for statistical analysis, in which a between-case standardized mean difference was used to calculate effect sizes. Results indicate praise ( n = 6; g = 2.66–0.37) and implementation ( n = 6; g = 3.64–1.07) had effect sizes that continue to define video analysis as a promising practice. Recommendations for future practice include improving the methodological rigor of studies and increasing sample size to prove the generalizability of video analysis. Addressing these recommendations will support video analysis becoming an evidence-based practice (EBP) for educator development.

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