Jurnal Pendidik dan Pendidikan

Abstract: National Assessments seeks to include all students in the sampling frame from which students are selected to participate in the assessment. However, some students with disabilities (SWD) are either unable to take tests under standard testing conditions or are unable to perform at their best under standard testing conditions. In many testing situations, accommodations to standard testing conditions are given to SWD to improve measurement of their knowledge, skills and abilities. This practice is in the pursuit of more valid test score interpretation; however, it produces the ultimate psychometric oxymoron -an accommodated standardized test. In this paper, I review validity issues related to test accommodations and summarize some empirical studies in this area. The focus of the paper is on accommodations for reading tests because some types of accommodations on these tests are particularly controversial. The specific accommodations emphasized in this review are extended time and oral (read-aloud) accommodations. A review of professional standards, validity theory, and recent empirical research in this area suggests that extended time accommodations may be appropriate for reading tests, but read-aloud accommodations are likely to alter the construct measured. Suggestions for determining when to provide accommodations and how to report scores from accommodated test administrations are provided. Keywords: construct validity, reading tests, test accommodations, validity Abstrak: Pentaksiran Kebangsaan berhasrat melibatkan semua pelajar Amerika Syarikat dalam kerangka pemilihan sampel yang mengambil bahagian dalam pentaksiran. Namun, pelajar yang kurang upaya (SWD) mungkin tidak dapat menduduki ujian atau menunjukkan kebolehan mereka di bawah keadaan piawai ujian. Dalam kebanyakan keadaan, akomodasi diberi kepada SWD untuk memperbaiki pengukuran pengetahuan, kemahiran dan kebolehan. Amalan ini dilakukan supaya pentafsiran skor akan mempunyai kesahan yang lebih baik. Hasilnya ialah satu ujian piawai dengan akomodasi. Dalam kertas kerja ini, saya meninjau isu kesahan berkaitan akomodasi dan merumuskan daripada kajian empirik dalam bidang ini. Fokus kertas kerja ini adalah pada akomodasi untuk ujian membaca yang menimbulkan kontroversi. Jenis akomodasi yang ditumpukan ialah melanjutkan masa ujian dan akomodasi lisan. Tinjauan standard profesional, teor

Vinculando avaliações TIMSS e NAEP para avaliar tendências internacionais em realizações

The Trends in International Mathematics and Science Study (TIMSS) makes it possible to compare the performance of students in the US in Mathematics and Science to the performance of students in other countries. TIMSS uses four international benchmarks for describing student achievement: Low, Intermediate, High, and Advanced. In this study, we linked the eighth-grade Math TIMSS and NAEP scales using equipercentile equating to (a) help better interpret U.S. eighth-grade students’ performance on TIMSS, and (b) investigate the progress of eighth-grade U.S. students over time relative to the progress of students in other countries. Results indicated that relative to other countries, U.S. eighth-grade students increased with respect to the “At or Above Basic” NAEP Achievement level, but that other countries saw larger improvements in the higher achievement level categories, relative to the US. This finding may reflect the emphasis of No Child Left Behind on raising lower achievement to “proficient.” However, with respect to “Advanced” mathematics achievement, eighth-grade U.S. students showed less improvement than students in other countries. Las Tendencias en Matemáticas Internacionales y Estudios Ciencias (TIMSS) le permite comparar el rendimiento de los estudiantes en los EE.UU. en Matemáticas y Ciencia con el rendimiento de otros estudiantes de los países. El TIMSS utiliza cuatro puntos de referencia internacionales para describir el rendimiento del estudiante: bajo, intermedio y avanzado de alta. En este estudio, asociamos las escalas de TIMSS matemáticas y NAEP dadas en octavo grado utilizando equipercentile equivalente a (a) ayuda a interpretar mejor el rendimiento de octavo grado en el TIMSS, y (b) para investigar el progreso de los estudiantes de 8º grado en los Estados Unidos en el tiempo sobre el progreso de los estudiantes de otros países. Los resultados indicaron que, en comparación con otros países, los estudiantes de 8º grado de Estados Unidos aumentaron desde el nivel “igual o superior al básico” NAEP logro, pero otros países marcaron la mayor mejora en la mayoría de las categorías de nivel de rendimiento en los EE.UU.. Este hallazgo puede reflejar el énfasis de No Child Left Behind (NCLB) para elevar el rendimiento más bajo de "competente". Sin embargo, en cuanto a rendimiento en matemáticas “avanzada”, los estudiantes estadounidenses de octavo grado mostraron menor mejoría de los estudiantes de otros países.As Tendências em Matemática Internacional e Estudos em Ciências (TIMSS) permite comparar o desempenho dos estudantes nos EUA em Matemática e Ciência com o desempenho de alunos de outros países. O TIMSS usa quatro referências internacionais para descrever o desempenho dos alunos: Baixo, Intermediário, Alto e Avançado. Neste estudo, associamos as escalas de TIMSS e NAEP de matemática dada na 8ª série usando equivalentes equipercentile para (a) ajudar a interpretar melhor o desempenho dos estudantes da oitava série no TIMSS, e (b) investigar o progresso de estudantes de 8ª série nos EUA ao longo do tempo relativo ao progresso dos alunos em outros países. Os resultados indicaram que, em relação a outros países, os estudantes de 8º ano dos Estados Unidos aumentaram em relação ao nível “no ou acima do básico” de realização NAEP, mas que outros países marcaram melhorias maiores nas categorias de maior nível de desempenho em relação aos EUA. Essa descoberta pode refletir na ênfase de Nenhuma Criança Deixada Para Trás (No Child Left Behind) em elevar a realização inferior para "proficiente". No entanto, no que diz respeito à conquista de matemática “Avançada,” os estudantes americanos de 8ª série apresentaram menor melhora do que os estudantes de outros países

Validity Issues In Accommodating Reading Tests

National Assessments seeks to include all students in the sampling frame from which students are selected to participate in the assessment. However, some students with disabilities (SWD) are either unable to take tests under standard testing conditions or are unable to perform at their best under standard testing conditions. In many testing situations, accommodations to standard testing conditions are given to SWD to improve measurement of their knowledge, skills and abilities. This practice is in the pursuit of more valid test score interpretation; however, it produces the ultimate psychometric oxymoron – an accommodated standardized test. In this paper, I review validity issues related to test accommodations and summarize some empirical studies in this area. The focus of the paper is on accommodations for reading tests because some types of accommodations on these tests are particularly controversial. The specific accommodations emphasized in this review are extended time and oral (read-aloud) accommodations. A review of professional standards, validity theory, and recent empirical research in this area suggests that extended time accommodations may be appropriate for reading tests, but read-aloud accommodations are likely to alter the construct measured. Suggestions for determining when to provide accommodations and how to report scores from accommodated test administrations are provided

Embedded Accommodation and Accessibility Support Usage on a Computer-Based Statewide Achievement Test

Although there has been substantial research on the effects of test accommodations on students’ performance, there has been far less research on students’ use of embedded accommodations and other accessibility supports at the item and whole test level in operational testing programs. Data on embedded accessibility supports from digital logs generated by computer-based assessment platforms are complex, and so decisions need to be made to make sense of the data with respect to appropriate and effective accommodation use. In this study we explored different ways of defining students’ use of accessibility supports and how to best summarize such use for accountability and other purposes. Examples of descriptive statistical indices and data visualizations are presented using mathematics and English language arts test data from a large statewide assessment. Such data are important for accommodations monitoring required by the United States Department of Education and for identifying schools and districts that may be over- or under-using these accommodations and supports

STEMTEC Evaluation Report For Year 4 (Fall 2000/Spring 2001)

The Year 4 evaluation of the Science, Technology, Engineering, and Mathematics Teacher Education Collaborative (STEMTEC) project. STEMTEC is a project funded by the National Science Foundation (NSF). The STEMTEC project is collaborative, involving eight colleges and Universities in Western Massachusetts, as well as several K-12 public school districts. The Collaborative officially began as a five-year project, with NSF funding, beginning in the fall of 1997

Diversity among Equals: Educational Opportunity and the State of Affirmative Admissions in New England

This report reviews the practice of Affirmative Admissions as a strategy for achieving diversity within New England colleges and universities. It shows how educational leaders perceive Affirmative Admissions, the nature of regional Affirmative Admissions policies, and the numbers of student affected by current enrollment strategies. This report is part of a larger series on educational access and opportunity in New England. Research was organized into five components: (1) analysis of pertinent legal issues related to postsecondary access and equity; (2) interviews with postsecondary campus and state leaders (n=104); (3) interviews with K-12 leaders and educators at state, district, and school levels (n=45); (4) a survey of 221 postsecondary education institutions in New England; and (5) econometric analyses of student data. The focus was on groups of institutions, 18 groups clustered by admissions policies and restrictions. The most compelling conclusion is that there is no significant evidence that colleges have reduced standards to admit greater numbers of minority students. By increasing educational access to a broader segment of the population, the regions higher education institutions have taken crucial steps toward assuring the vitality and vibrancy of New Englands future economy and civic life. The study also indicates that the pool of qualified minority students is much too small, highlighting the need to improve the preparation of minority students. Three appendixes contain details about survey methodology, participating institutions, and regression coefficients. Prepared by the Center for Education Policy (CEP) and Massachusetts Institute for Social and Economic Research (MISER), University of Massachusetts at Amherst. Sponsored by the Nellie Mae Education Foundation