Consequences of Using Testing Accommodations: Student, Teacher, and Parent Perceptions of and Reactions to Testing Accommodations

Sylvia C. Lang, Patrick J. Kumke, Corey E. Ray, Erin L. Cowell, Stephen Elliott, Thomas R. Kratochwill, Daniel M. Bolt

Research output: Contribution to journalArticle

6 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)49-62
Number of pages14
JournalAssessment for Effective Intervention
Volume31
Issue number1
DOIs
StatePublished - 2005
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Health Professions(all)

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