Entrance test accommodations, admission and enrollment of students with learning disabilities in teacher training colleges in Israel

Sharoni, Varda; Vogel, Gila

doi:10.1080/02602930600896423

Cited by 8 publications

(2 citation statements)

References 9 publications

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“…We may be doling out private room test accommodations that do little or nothing to help students perform. It may be, as with other test accommodations (Feldman, Kim, and Elliott 2011;Sharoni and Vogel 2007), that a private room makes students less anxious and perhaps less distracted by others, yet no better off in performance. It may be the case that in the future more examinations will be given in a private setting.…”

Section: Discussionmentioning

confidence: 93%

Private room as a test accommodation

Lewandowski

Wood

Lambert

2014

Assessment & Evaluation in Higher Education

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The effects of a private vs. group test setting were examined on a reading comprehension test for a sample of typical college students. Participants took Forms G and H of the Nelson Denny Reading Comprehension Test in both private and group (classroom) settings. Contrary to expectations, performance was slightly better in the group setting. Performance was also better during the second session, regardless of setting. There was no setting by session interaction. The correlation between scores in the two settings was quite high, indicating that both settings produced similar results. The findings suggest that a private room does not produce a performance advantage for typical students, thus meeting one of the criteria of a valid test accommodation.

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Section: Discussionmentioning

confidence: 93%

Private room as a test accommodation

Lewandowski

Wood

Lambert

2014

Assessment & Evaluation in Higher Education

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“…This increase is accordingly reflected in the rising number of pre-service teachers with LD, as approximately one-fourth of college students with LD are enrolled in teacher-education programs (Wyland, 1996). In Israel, in the first decade of the 21st century more students with learning disability are attending teachers' colleges than ever before (Him-Yunis & Friedman, 2002;Leyser, Vogel, Sharoni, & Vogel, 2003;Sharoni & Vogel, 2007).…”

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confidence: 99%

Pre-Service Teachers with Learning Disabilities: Perceptions of Professional Training

Forkosh‐Baruch¹,

Lipka²

2016

JPR

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The study presented herewith examines the perceptions of pre-service teachers with learning disabilities (LD) of their professional identity. The sample included 31 pre-service teachers with LD in their first years of training for a Bachelor of Education (BEd) degree over one semester. Four main aspects of the teaching profession and teacher-education training were examined both at the beginning of the semester and again at the end of the semester: roles of teachers, various components of teacher-education, training agents, and the connectedness between classroom training and teaching practice. The results reveal unique perceptions and needs of pre-service teachers with LD as well as common perceptions of pre-service teachers during their training. The study calls attention to the needs of pre-service teachers with LD in terms of training and support during their post-secondary education.

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Exploring Measurement Comparability of Accommodated Math Tests for Students With Emotional Impairments

Witmer

Roschmann

2020

Measurement and Evaluation in Counseling and Development

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Entrance test accommodations, admission and enrollment of students with learning disabilities in teacher training colleges in Israel

Cited by 8 publications

References 9 publications

Private room as a test accommodation

Private room as a test accommodation

Pre-Service Teachers with Learning Disabilities: Perceptions of Professional Training

Exploring Measurement Comparability of Accommodated Math Tests for Students With Emotional Impairments

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