{"title":"机会均等还是不公平优势?考试场所对高风险评估表现的影响","authors":"Carmen Vidal Rodeiro, Sylwia Macinska","doi":"10.1080/0969594X.2022.2121680","DOIUrl":null,"url":null,"abstract":"ABSTRACT There has been controversy around the practice of providing accommodations, with some suggesting that they may give an unfair advantage rather than level the playing field. If that were the case, the assessment results of students with accommodations could be inflated, leading to a detrimental effect on the assessment’s validity. This research investigated this claim by comparing the performance of students who completed high-stakes examinations with and without test accommodations. To account for group differences that could affect performance, students were matched on background characteristics. The results revealed that students with accommodations performed similarly to or slightly worse than students without accommodations, suggesting that, in most cases, the accommodations worked as intended and helped levelling the playing field.","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":2.7000,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":"{\"title\":\"Equal opportunity or unfair advantage? The impact of test accommodations on performance in high-stakes assessments\",\"authors\":\"Carmen Vidal Rodeiro, Sylwia Macinska\",\"doi\":\"10.1080/0969594X.2022.2121680\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT There has been controversy around the practice of providing accommodations, with some suggesting that they may give an unfair advantage rather than level the playing field. If that were the case, the assessment results of students with accommodations could be inflated, leading to a detrimental effect on the assessment’s validity. This research investigated this claim by comparing the performance of students who completed high-stakes examinations with and without test accommodations. To account for group differences that could affect performance, students were matched on background characteristics. The results revealed that students with accommodations performed similarly to or slightly worse than students without accommodations, suggesting that, in most cases, the accommodations worked as intended and helped levelling the playing field.\",\"PeriodicalId\":51515,\"journal\":{\"name\":\"Assessment in Education-Principles Policy & Practice\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.7000,\"publicationDate\":\"2022-07-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Assessment in Education-Principles Policy & Practice\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/0969594X.2022.2121680\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Assessment in Education-Principles Policy & Practice","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/0969594X.2022.2121680","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Equal opportunity or unfair advantage? The impact of test accommodations on performance in high-stakes assessments
ABSTRACT There has been controversy around the practice of providing accommodations, with some suggesting that they may give an unfair advantage rather than level the playing field. If that were the case, the assessment results of students with accommodations could be inflated, leading to a detrimental effect on the assessment’s validity. This research investigated this claim by comparing the performance of students who completed high-stakes examinations with and without test accommodations. To account for group differences that could affect performance, students were matched on background characteristics. The results revealed that students with accommodations performed similarly to or slightly worse than students without accommodations, suggesting that, in most cases, the accommodations worked as intended and helped levelling the playing field.
期刊介绍:
Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.