Effects of linguistic complexity and accommodations on estimates of ability for students with learning disabilities

Cawthon, Stephanie W.; Kaye, Alyssa D.; Lockhart, L. Leland; Beretvas, S. Natasha

doi:10.1016/j.jsp.2012.01.002

Cited by 15 publications

(11 citation statements)

References 33 publications

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“…However, these test items can be often fraught with problems that can be distracting or confusing to students (Zorin et al, 2013). Research has shown that construct-irrelevant factors such as language complexity and item format can interfere with student performance on assessments (Haladyna et al 2002;Shaftel et al 2006;Martiniello 2008;Cawthon et al 2012;). These complications can restrict the appropriateness of educational measurement, which can result in inaccurate judgments about student understanding.…”

Section: Introductionmentioning

confidence: 99%

Effects of Reducing the Cognitive Load of Mathematics Test Items on Student Performance

Gillmor¹,

Poggio²,

Embretson³

2015

Numeracy

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This study explores a new item-writing framework for improving the validity of math assessment items. The authors transfer insights from Cognitive Load Theory (CLT), traditionally used in instructional design, to educational measurement. Fifteen, multiple-choice math assessment items were modified using researchbased strategies for reducing extraneous cognitive load. An experimental design with 222 middle-school students tested the effects of the reduced cognitive load items on student performance and anxiety. Significant findings confirm the main research hypothesis that reducing the cognitive load of math assessment items improves student performance. Three load-reducing item modifications are identified as particularly effective for reducing item difficulty: signalling important information, aesthetic item organization, and removing extraneous content. Load reduction was not shown to impact student anxiety. Implications for classroom assessment and future research are discussed.

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Section: Introductionmentioning

confidence: 99%

Effects of Reducing the Cognitive Load of Mathematics Test Items on Student Performance

Gillmor¹,

Poggio²,

Embretson³

2015

Numeracy

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“…Including a random effect suggests that not all features that affect item difficulty are included in the model, but their net effect is a normal distribution of item difficulties with some known mean and variance. Random item models have been extended to EIRM in several different contexts including, but not limited to, explaining a construct Janssen, 2010;Janssen, Schepers, & Peres, 2004), understanding the components of item sets created using automatic item generation (Holling, Bertling, & Zeuch, 2009), predicting item difficulty (Hartig, Frey, Nold, & Klieme, 2012), understanding the impact of cognitive supports on alternative assessments (Ferster, 2013), investigating differential facet functioning (Cawthon, Kaye, Lockhart, & Beretvas, 2012), and modeling item position effects (Albano, 2013). Extending the EPCM in Equation 4, which parameterizes the model for the example considering the role of images in item difficulty for primary and secondary English-speaking students on a mathematics test, the cross-classified EPCM can be written as: 4, the only difference in Equation 6is the additional parameter of ϵ , where ϵ~(0, ), representing the random effect for residual item difficulty.…”

Section: Cross-classified Explanatory Partial Credit Modelmentioning

confidence: 99%

Explanatory Item Response Models for Polytomous Item Responses

Stanke

Bulut

2019

International Journal of Assessment Tools in Education

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Item response theory is a widely used framework for the design, scoring, and scaling of measurement instruments. Item response models are typically used for dichotomously scored questions that have only two score points (e.g., multiple-choice items). However, given the increasing use of instruments that include questions with multiple response categories, such as surveys, questionnaires, and psychological scales, polytomous item response models are becoming more utilized in education and psychology. This study aims to demonstrate the application of explanatory item response theory (IRT) models to polytomous item responses in order to explain common variability in item clusters, person groups, and interactions between item clusters and person groups. Explanatory forms of several IRT models -such as Partial Credit Model and Rating Scale Model -are demonstrated and the estimation procedures of these models are explained. Findings of this study suggest that explanatory IRT models can be more parsimonious than traditional IRT models for polytomous data when items and persons share common characteristics. Explanatory forms of the polytomous IRT models can provide more information about response patterns in item responses by estimating fewer item parameters.

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“…In addition, this arrangement created scheduling limitations that required students to always be pulled from social studies and a need for grouping ELs according to their linguistic classification instead of their learning needs. Both practices go against research-based recommendations for supporting diverse student learning needs and culturally inclusive learning environments (Abedi & Herman, 2006Cawthon, Kaye, Lockhart, & Beretvas, 2012;Collier & Thomas, 2002;Muller et al, 2010).…”

Section: Implications and Recommendationsmentioning

confidence: 99%

Exploring how Institutional Structures and Practices Influence English Learners’ Opportunity to Learn Social Studies

Heafner

Plaisance

2016

Teachers College Record: The Voice of Scholarship in Education

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Background/Context Current research addresses the marginalization of social studies and trends in teaching English learners (ELs) in monolingual schools; however, few studies have examined the way in which support services provided to ELs impact their exposure to social studies instruction. Purpose/Objective/Research Question/Focus of Study Social studies is a difficult content area for ELs, as they grapple with culturally specific concepts in addition to language barriers. School structures and institutional practices sometimes result in less access to social studies instruction for ELs than their English-speaking peers. We sought to describe ELs’ opportunities to learn social studies in the face of educational reforms designed to increase accountability. We also examined how institutional structures, such as ESL programs, influ-enced ELs’ exposure to the social studies curriculum. Setting The study took place in a suburban elementary school with a moderate population of ELs, situated within a large, urban school district in the southeastern United States. Participants Six classroom teachers, three instructional specialists and one administrator participated. Research Design We present a qualitative participatory inquiry that was guided by an opportunity to learn theoretical framework, in addition to research that suggests an important relationship between the quality and intensity of classroom instruction and students’ academic success. Data Collection and Analysis Data were collected across one academic year and included transcribed interviews, field notes from observations, classroom artifacts, teacher journals, and district resources. We employed a multitiered inductive analysis using a three-phase coding process. Findings/Results Our findings suggest that ELs do not receive an equitable opportunity to learn social studies. Factors included variance in social studies time, instructional schedule design, the ESL program structure, and communication/collaboration gaps. Additionally, we found disparities between the type and general overall quality of social studies for these linguistically diverse learners and their native speaking peers. Conclusions/Recommendations We recommend the inclusion of instructional specialists, such as the ESL teacher, in planning, professional development, and decision-making. Furthermore, we advocate for flexible, yet monitored scheduling of special services to ensure curricular access to all content areas. Furthermore, we emphasize that administrators must have a clear understanding of the needs of their ELs and that they must adopt a long-term vision for these students that includes simultaneous support for their content and language development.

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Effects of linguistic complexity and accommodations on estimates of ability for students with learning disabilities

Cited by 15 publications

References 33 publications

Effects of Reducing the Cognitive Load of Mathematics Test Items on Student Performance

Effects of Reducing the Cognitive Load of Mathematics Test Items on Student Performance

Explanatory Item Response Models for Polytomous Item Responses

Exploring how Institutional Structures and Practices Influence English Learners’ Opportunity to Learn Social Studies

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