An Exploratory Study of Student-Paced versus Teacher-Paced Accommodations for Large-Scale Math Tests

Abstract

In this study, we examined whether a teacher-paced video (TPV) accommodation or a student-paced computer (SPC) accommodation provided differential access for students with disabilities versus their general education peers on a large-scale math test. Our results showed a statistically significant main effect for students' status. General education students outperformed students with disabilities on both the SPC and TPV math tests. When TPV versus SPC scores were analyzed by status, it was found that pacing significantly influenced the mean scores. In other words, the mean scores for students with disabilities and the lowest general education students provided differential access when the accommodation was student-paced on a computer versus when the teacher paced the accommodation via the video.

High-Stakes Test Accommodations

“…Students took parallel versions of the test under standard and accommodated conditions. Another study (Hollenbeck, Rozek-Tedesco, Tindal, & Glasgow, 2000) investigated two technology-based versions of the readaloud: (a) a teacher-paced video in which the teacher controlled the read-aloud for the entire class while the students watched a video screen for instructions, and (b) a studentpaced computer in which the students accessed the readaloud independently at their own computers. However, findings also showed that when evaluating students with LD and general education students as a whole, students with higher reading abilities (determined by performance on a pretest) gained less under the read-aloud condition.…”

Effects of a Student-Reads-Aloud Accommodation on the Performance of Students With and Without Learning Disabilities on a Test of Reading Comprehension

“…According to Tindal et al, the tester-read-aloud test administration format did not permit student self-pacing, which could have affected students' maintaining attention to the test. Similarly, Hollenbeck, Rozek-Tedesco, Tindal, andGlasgow (2000, as cited in Tindal, 2002) underscored that in their accommodation study, which utilized a teacher-read-aloud accommodation on a mathematics test, the accommodation actually involved both the read-aloud and extended time. Thus, it is possible that in this study, students' performance in the accommodated condition reflected not only the effect of the student reading aloud but also the effect of more relaxed timing and the more private setting.…”

The Effects of Pacing on the Academic Testing Performance of College Students with Adhd: A Mixed Methods Study

“…Significant effects were found for the elementary students and not the middle school in favor of the video paced read aloud administration. Finally, Hollenbeck, Rozek-Tedesco, Tindal, and Glasgow (2000) compared the effects of studentpaced computer presentation versus teacher-paced video presentation of a largescale math test with 50 seventh grade students, consisting of special education and general education students. The investigators found that both student-paced and teacher-paced accommodations significantly impacted the scores of both special and general education students.…”