The Impact of Setting Accommodation on Large-scale Assessment of English Language Learners with and without Learning Disabilities: Balanced vs. Unbalanced Data in Latent Class Analyses

Abstract

This exploratory study examined the effect of setting accommodation on Grade 6 students' number sense and numeration skill in relation to whether they speak a language other than English at home, have a learning disability, and received setting accommodation for a large-scale math assessment. A set of latent class analyses was conducted to investigate students' response patterns and latent class memberships in both balanced and unbalanced data; three-and two-way ANOVA were also performed to examine the effect. The results suggest that a 4-class model with a covariate and indirect effects have better model fit to the balanced and unbalanced data. Percentage correct and missing response rate in two datasets were also compared and discussed. The results indicate that number sense and numeration skill of accommodated Grade 6 students with LD was comparable to their non-accommodated peers with LD when their response patterns were taken into account. For non-disabled groups, non-accommodated Grade 6 students outperformed their accommodated

Academic Testing Accommodations for ADHD: Do They Help?

“…Smith and Riccomini (2013) reported that students with learning disabilities in grades 3 to 5 demonstrated greater improvement in reading comprehension relative to their typically developing peers when wearing noise-reducing headphones. In contrast, Lin and Lin (2013) found that students with learning disabilities did not benefit from a reduced noise environment when tested on number sense and numeration skills.…”

Examining the Use of VR as a Study Aid for University Students with ADHD

“…Smith and Riccomini [ 67 ] reported that students with learning disabilities in grades 3 to 5 demonstrated greater improvement in reading comprehension relative to their typically developing peers when wearing noise-reducing headphones. Contradicting this, Lin and Lin [ 45 ] found that students with learning disabilities did not benefit from a reduced noise environment when tested on number sense and numeration skills. Closest to our target population, Nelson and Lovett [ 49 ] administered two parallel forms of a timed silent reading comprehension test to a sample of college students with ADHD, one in a classroom with other students, and one in a private, proctored setting.…”

Deconstruction of School Assessment Accommodations and Learning Attainments for Learners with Disabilities, Nairobi County Primary Schools, Kenya

“…Examples of setting accommodations include preferential seating, special lighting, and accessible workstations. Martha and Cathryn (2008) and Lin and Lin (2013) have both highlighted the importance of such changes in ensuring equitable and inclusive educational environments. Martha and Cathryn (2008) found evidence of regular scheduling accommodations to increase available test or assignment time and alter time allotment.…”