TY - JOUR
T1 - Consequences of Using Testing Accommodations
T2 - Student, Teacher, and Parent Perceptions of and Reactions to Testing Accommodations
AU - Lang, Sylvia C.
AU - Kumke, Patrick J.
AU - Ray, Corey E.
AU - Cowell, Erin L.
AU - Elliott, Stephen
AU - Kratochwill, Thomas R.
AU - Bolt, Daniel M.
PY - 2005
Y1 - 2005
N2 - This study examined student, parent, and teacher perceptions of the use of testing accommodations and the relationship between student perceptions of testing accommodations and their disability status and grade level. Students with and without disabilities completed math and reading achievement tests with and without accommodations. Students, parents, and teachers completed a questionnaire to share their views on the use of testing accommodations. Significant differences were found in the proportions of students with and without disabilities who reported that the accommodated test condition was easier, more comfortable, and a better indicator of their knowledge. Most parents and teachers perceived testing accommodations to be fair and valid for students with disabilities. Consequential aspects of testing are an important part of validity evidence for large-scale assessment systems. The perceived positive consequences of testing accommodations provide further evidence of their continued use and their role in facilitating valid test scores.
AB - This study examined student, parent, and teacher perceptions of the use of testing accommodations and the relationship between student perceptions of testing accommodations and their disability status and grade level. Students with and without disabilities completed math and reading achievement tests with and without accommodations. Students, parents, and teachers completed a questionnaire to share their views on the use of testing accommodations. Significant differences were found in the proportions of students with and without disabilities who reported that the accommodated test condition was easier, more comfortable, and a better indicator of their knowledge. Most parents and teachers perceived testing accommodations to be fair and valid for students with disabilities. Consequential aspects of testing are an important part of validity evidence for large-scale assessment systems. The perceived positive consequences of testing accommodations provide further evidence of their continued use and their role in facilitating valid test scores.
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U2 - 10.1177/073724770503100105
DO - 10.1177/073724770503100105
M3 - Article
AN - SCOPUS:84992805685
VL - 31
SP - 49
EP - 62
JO - Assessment for Effective Intervention
JF - Assessment for Effective Intervention
SN - 1534-5084
IS - 1
ER -