Testing Accommodations and the Measurement of Student Academic Growth

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Assessment Pub Date : 2019-01-02 DOI:10.1080/10627197.2018.1545571

H. Buzick

引用次数: 4

Abstract

ABSTRACT Using two states’ grades 3 through 8 state assessment databases, this study documents the extent to which students were assigned testing accommodations for ELA or mathematics in only one of two consecutive years. The percentage of students with disabilities who were assigned accommodations in the current year only or in the prior year only in a given grade statewide was not trivial, sometimes exceeding 25%. The relationship between inconsistent assignment to any accommodations and both students’ prior proficiency level and aggregate growth is also documented. Group differences were observed at the state level. No practical differences were observed when covariates for inconsistent assignment were included in school value-added models, but very few schools had a substantial proportion of students with disabilities assigned accommodations inconsistently in a given grade. Implications for research and practice are discussed.

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测试住宿和学生学业成长的测量

使用两个州的3至8级评估数据库，本研究记录了学生在连续两年中的一年被分配ELA或数学测试住宿的程度。在全州范围内，仅在本年度或仅在前一年在给定年级分配住宿的残疾学生的百分比并非微不足道，有时超过25%。任何住宿的不一致分配与学生先前的熟练程度和总体增长之间的关系也被记录。在州一级观察到组间差异。当将不一致分配的协变量纳入学校增值模型时，没有观察到实际差异，但很少有学校在给定年级中有相当比例的残疾学生分配不一致的住宿。讨论了对研究和实践的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Assessment EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.20

自引率

6.70%

发文量

期刊介绍： Educational Assessment publishes original research and scholarship on the assessment of individuals, groups, and programs in educational settings. It includes theory, methodological approaches and empirical research in the appraisal of the learning and achievement of students and teachers, young children and adults, and novices and experts. The journal reports on current large-scale testing practices, discusses alternative approaches, presents scholarship on classroom assessment practices and includes assessment topics debated at the national level. It welcomes both conceptual and empirical pieces and encourages articles that provide a strong bridge between theory and/or empirical research and the implications for educational policy and/or practice.