Measurement Effects of Modifications in Minimum Competency Test Formats for Exceptional Students

Mick, Lori Bell

doi:10.1080/07481756.1990.12022909

Cited by 11 publications

(3 citation statements)

References 7 publications

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“…Veit and Scruggs (1986) found no dif ferences for fourth graders on the Comprehensive Test of Basic Skills (CTBS). Mick (1989) determined that older teenage students with disabilities performed better using the answer sheet. Finally, Tindal et al (1998) proved that fourth-grade student performance was not higher when they marked answers in the math test booklet directly versus on the answer sheet.…”

Section: Presentation Alterationsmentioning

confidence: 99%

Validity Issues and Decisions About Testing Accommodations

Hollenbeck

2005

Assessment for Effective Intervention

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This article advocates the use of a decision-making flowchart to help understand whether the proposed test alteration(s) is an accommodation or a modification. If the proposed alteration is not listed in state guidelines, the flowchart directs the IEP team to identify (a) the purpose of the test and (b) the consequences of the scores so that the team is specifying the parameters of any validity arguments. Next, the IEP team must decide whether the proposed setting, presentation, or response alteration (a) changes the measured construct(s), (b) is based upon need versus benefit, (c) produces differential outcomes for various groups or individuals, and (d) generates different judgments. Finally, utilizing empirical outcomes the team decides whether the proposed alteration more closely resembles an accommodation or a modification. Research reviews regarding setting, presentation, and response alterations are also presented that may provide IEP teams with some empirical guidance.The 1997 amendments to the Individuals with Disabilities Education Act (IDEA '97) affirmed the rights of students with disabilities to participate in large-scale testing. The more recent No Child Left Behind (NCLB) legislation also ordered the participation of students with disabilities in statewide assessments.

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Section: Presentation Alterationsmentioning

confidence: 99%

Validity Issues and Decisions About Testing Accommodations

Hollenbeck

2005

Assessment for Effective Intervention

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“…Several studies have demonstrated no significant effects as a result of allowing general and special education students to write on the test (Mick, 1989;Tindal et al, 1998;Veit & Scruggs, 1986). This accommodation, although inexpensive and used frequently, may not truly benefit students with disabilities.…”

Section: Writing Directly On the Testmentioning

confidence: 99%

Identifying Appropriate Test Accommodations for Students With Learning Disabilities

Fuchs¹,

Fuchs²,

Capizzi³

2017

focusXchild

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“…Was the editorial layout of the testing materials familair? the biases(Beattie, Grise, & Algozzine, 1983;Mick, 1989;Watanabe & Algozzine, 1989). A modified, teacher-made test or a modified, alternate version of a formal test can be administered to students and compared with the results of the original, nonadapted test.…”

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confidence: 96%

Test Biases that Hamper Learners with Disabilities

et al. 1992

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Biases are extraneous features that can influence the validity of tests.For example, factors that affect the pedormance of learners from ethnic minorities constitute a cultural bias. Biases that can influence the test responses of students with disabilities can originate with experiences other than those that are culturally restricted. Such additional biases can be related to test content, instructional format, motivation or cognitive arousal, competition, and physical access to testing materials and response techniques. Opportunities for estimating the impact of test biases are discussed and recommendations for modifying an evaluation with biased tests are elaborated.

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Measurement Effects of Modifications in Minimum Competency Test Formats for Exceptional Students

Cited by 11 publications

References 7 publications

Validity Issues and Decisions About Testing Accommodations

Validity Issues and Decisions About Testing Accommodations

Identifying Appropriate Test Accommodations for Students With Learning Disabilities

Test Biases that Hamper Learners with Disabilities

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