Effects of Response Mode and Time Allotment on College Students' Writing

Lovett, Benjamin J.; Lewandowski, Lawrence J.; Berger, Cassie; Gathje, Rebecca

doi:10.1080/10790195.2010.10850331

Cited by 22 publications

(12 citation statements)

References 19 publications

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“…There was also a positive effect on length of writing. length and quality of writing were positively related, as confirmed by other, more recent studies (Morphy & Graham, 2012;Lovatt, lewandowski, Berger, & gathje, 2010). Impacts on attitude to writing and frequency of revision were inconclusive, although the author suggested that lower achieving writers find writing on a computer engaging, which may contribute to increases in the quality of their work.…”

Section: Eyresupporting

confidence: 64%

Dual modes for written assessments: Examining validity and reliability

Eyre¹

2015

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Computer-based testing is on the increase, especially for large-scale assessments where there are advantages for manageability, administration, and reporting. In Aotearoa/new Zealand, nZQA has announced plans to move nCeA examinations to an online platform, with a dual-assessment model available for selected levels and subjects from 2016. The dual-assessment approach appears to reflect an assumption that results in either mode are comparable, and that both approaches test the same set of skills. However, there is evidence that differences between computer-and paper-based modes exist, and that these have the potential to compromise the validity and reliability of these dual assessments. This article argues that these differences, especially when students are required to demonstrate their understanding through written responses, have the potential to create an unfair situation that disadvantages some groups of students. This may lead to a widening of the gap between our lowest and highest achieving students.

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Section: Eyresupporting

confidence: 64%

Dual modes for written assessments: Examining validity and reliability

Eyre¹

2015

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“…It is commonly believed that such accommodations are helpful (Lovett & Leja, 2013); however, we know little about the effects of these accommodations on students’ test performance and learning, the validity of test scores generated under nonstandard conditions, and possible iatrogenic effects of accommodations on students who receive them and their classmates who do not (Lovett & Lewandowski, 2015). For example, only a handful of published studies have examined the efficacy of access to technology during exams, such as word processors (Berger & Lewandowski, 2013; Lovett, Lewandowski, Berger, & Gathje, 2010) and calculators (Bouck, 2009; Bouck & Yadav, 2008; Engelhard, Fincher, & Domaleski, 2010). These studies have generally found that technology benefits all students, regardless of their disability classification.…”

Section: Discussionmentioning

confidence: 99%

When Average Is Not Good Enough: Students With Learning Disabilities at Selective, Private Colleges

2016

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Adolescents with learning disabilities disproportionately come from lower socioeconomic status backgrounds, show normative deficits in academic skills, and attend 2-year, public colleges instead of 4-year institutions. However, students with learning disabilities are well represented at the United States' most expensive and selective postsecondary institutions. We examined the psychoeducational functioning of students receiving accommodations for learning disabilities at a private, selective, liberal arts college. We also determined whether students had objective evidence supporting their disability diagnoses and academic accommodations. Most students showed above-average cognitive abilities, average academic skills, and no evidence of impairment. Although nearly all students reported academic problems, most lacked objective evidence of academic difficulties prior to college as well as relative or normative deficits in broad academic skills or fluency. Results indicate a need for greater reliance on objective, multimethod/multi-informant data in the diagnostic process. Results also highlight limitations in the current professional guidelines for documentation decision making in higher education.

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“…Contrary to expectations, students earned slightly higher scores in a group, rather than private, setting (Lewandowski, Wood, & Lambert, 2015). Providing students' access to a calculator during math exams or a word processor on essay tests can actually increase anxiety and decrease performance for students with disabilities Lovett, Lewandowski, Berger, & Gathje, 2010). Clearly, more research is needed to make sure that accommodations effectively mitigate students' disabilities and avoid inadvertently harming their performance (Gregg & Nelson, 2012).…”

Section: Access To Medication and Accommodationsmentioning

confidence: 99%

ADHD Assessment in College Students: Psychologists’ Adherence to DSM-5 Criteria and Multi-Method/Multi-Informant Assessment

Weis

Till

Erickson

2017

Journal of Psychoeducational Assessment

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The evidence-based assessment of attention-deficit/hyperactivity disorder (ADHD) depends on adherence to Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5) diagnostic criteria and reliance on multi-method/multi-informant data. Although nearly all psychologists endorse these practices, college students with ADHD may lack documentation supporting their diagnoses. We reviewed the documentation submitted by 214 undergraduates diagnosed with ADHD and receiving academic accommodations for this condition. Their clinicians also completed a checklist that described their assessment procedures. Relatively few psychologists assessed all DSM-5 criteria, based on either the psychologist’s self-reported assessment procedures (23.4%), written documentation (14.0%), or multi-method/multi-informant data (10.3%) such as educational/medical records, results of rating scales, or interviews with other informants. Psychologists were least likely to assess students’ areas of impairment or to rule out alternative causes for students’ self-reported symptoms. This lack of adherence to DSM-5 criteria and overreliance on students’ self-reports can threaten the reliability of diagnosis and the appropriateness of medication and accommodations that follow.

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Effects of Response Mode and Time Allotment on College Students' Writing

Cited by 22 publications

References 19 publications

Dual modes for written assessments: Examining validity and reliability

Dual modes for written assessments: Examining validity and reliability

When Average Is Not Good Enough: Students With Learning Disabilities at Selective, Private Colleges

ADHD Assessment in College Students: Psychologists’ Adherence to DSM-5 Criteria and Multi-Method/Multi-Informant Assessment

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