By National Research Council, Division of Behavioral and Social Sciences and Education, Board on Testing and Assessment, Judith Anderson Koenig
At the request of the U.S. division of schooling, the nationwide learn Council's (NRC) Board on checking out and overview (BOTA) convened a workshop on reporting try out effects for those who obtain lodgings in the course of large-scale tests. The workshop introduced jointly representatives from kingdom review workplaces, members conversant in trying out scholars with disabilities and English-language beginners, and dimension specialists to debate the coverage, dimension, and rating use concerns linked to checking out scholars with certain needs.
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Extra resources for Reporting Test Results for Students with Disabilities and English-Language Learners: Summary of a Workshop
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Together, these findings indicated that the interaction effect was not present, thus raising questions about the appropriateness of the accommodations. Effects of Accommodations on Mathematics Test Scores The second study Elliott discussed was an experimental analysis of the effects of accommodations on performance on mathematics items (Schulte, Elliott, and Kratochwill, 2000). The participants included 86 fourth graders, half of whom had disabilities. The students were given the Terra-Nova Multiple Assessments Practice Activities mathematics assessment and the Terra-Nova Multiple Assessments mathematics subtest (composed of multiple-choice and constructed-response items).
Of these 30 states, 18 aggregate the scores for English-language learners with results for other test takers. The presenters commented that they did not yet have information on how reporting is handled in the other states. This information is portrayed in Figures 4-2 and 4-3. Policies and Concerns About Reporting Group-Level Results The federal legislation passed in January 2002 makes states accountable for the yearly progress of English-language learners and for students with disabilities, thus requiring the reporting of disaggregated results for both groups.
40 or higher) for approximately 78 percent of students with disabilities and 55 percent of students without disabilities. Effect sizes were in the small or zero range for approxi- 46 REPORTING TEST RESULTS mately 10 percent of the students with disabilities and 32 percent of the students without disabilities. Negative effects were found for about 12 percent of the students with disabilities and 13 percent of the students without disabilities (negative effects indicate that students performed better under nonaccommodated conditions than under accommodated conditions).