Effects of testing accommodations on standardized mathematics test scores: An experimental analysis of the performances of students with and without disabilities

Aleta A.Gilbertson Schulte, Stephen N. Elliott, Thomas R. Kratochwill

Research output: Contribution to journalArticle

44 Scopus citations

Abstract

The study examined the effects of testing accommodations on the mathematics test scores of a sample of 86 fourth-grade students, which included 43 students with disabilities (SWD) and 43 students without disabilities (SWOD). This study featured a 2 x 2 x 2 mixed design in which all participants were tested under a treatment condition (i.e., accommodations during test) and a control condition (i.e., no accommodations during test) using equivalent forms of a mathematics test used in many statewide assessment programs. Testing conditions were randomized to counteract possible order effects. Primary analyses indicated that SWDs experienced a larger effect in the accommodated condition than did SWODs. The SWDs profited more than SWODs on the multiple-choice items, but not on the constructed-response items. Similar numbers of students with and without disabilities experienced either (a) a beneficial effect in the accommodated test condition resulting in an increased proficiency level, (b) a detrimental effect in the accommodated test condition resulting in a decreased proficiency level, or (c) a minimal effect resulting in no change in proficiency levels. These results and several limitations to the study are discussed along with implications for practice and future research.

Original languageEnglish (US)
Pages (from-to)527-547
Number of pages21
Journal School Psychology Review
Volume30
Issue number4
StatePublished - Dec 1 2001
Externally publishedYes

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ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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