Effects of using modified items to test studentswith persistent academic difficulties

Stephen Elliott, Ryan J. Kettler, Peter A. Beddow, Alexander Kurz, Elizabeth Compton, Dawn McGrath, Charles Bruen, Kent Hinton, Porter Palmer, Michael C. Rodriguez, Daniel Bolt, Andrew T. Roach

Research output: Contribution to journalArticle

29 Citations (Scopus)

Abstract

This study investigated the effects of using modified items in achievement tests to enhance accessibility. An experiment determined whether tests composed of modified items would reduce the performance gap between students eligible for an alternate assessment based on modified achievement standards (AA-MAS) and students not eligible, and the impact on student proficiency levels. Three groups of eighth-grade students (N = 755) from four states took original and modified versions of reading and mathematics tests. Findings indicate modified item conditions were significantly easier for all students and modifications would result in more AA-MAS eligible students meeting proficiency status. Study limitations and follow-up research on item modifications and the performance of students with disabilities are discussed.

Original languageEnglish (US)
Pages (from-to)475-495
Number of pages21
JournalExceptional Children
Volume76
Issue number4
StatePublished - May 1 2010
Externally publishedYes

Fingerprint

Students
student
Mathematics
achievement test
performance
Reading
disability
mathematics
experiment
Research
Group

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

Elliott, S., Kettler, R. J., Beddow, P. A., Kurz, A., Compton, E., McGrath, D., ... Roach, A. T. (2010). Effects of using modified items to test studentswith persistent academic difficulties. Exceptional Children, 76(4), 475-495.

Effects of using modified items to test studentswith persistent academic difficulties. / Elliott, Stephen; Kettler, Ryan J.; Beddow, Peter A.; Kurz, Alexander; Compton, Elizabeth; McGrath, Dawn; Bruen, Charles; Hinton, Kent; Palmer, Porter; Rodriguez, Michael C.; Bolt, Daniel; Roach, Andrew T.

In: Exceptional Children, Vol. 76, No. 4, 01.05.2010, p. 475-495.

Research output: Contribution to journalArticle

Elliott, S, Kettler, RJ, Beddow, PA, Kurz, A, Compton, E, McGrath, D, Bruen, C, Hinton, K, Palmer, P, Rodriguez, MC, Bolt, D & Roach, AT 2010, 'Effects of using modified items to test studentswith persistent academic difficulties' Exceptional Children, vol. 76, no. 4, pp. 475-495.
Elliott S, Kettler RJ, Beddow PA, Kurz A, Compton E, McGrath D et al. Effects of using modified items to test studentswith persistent academic difficulties. Exceptional Children. 2010 May 1;76(4):475-495.
Elliott, Stephen ; Kettler, Ryan J. ; Beddow, Peter A. ; Kurz, Alexander ; Compton, Elizabeth ; McGrath, Dawn ; Bruen, Charles ; Hinton, Kent ; Palmer, Porter ; Rodriguez, Michael C. ; Bolt, Daniel ; Roach, Andrew T. / Effects of using modified items to test studentswith persistent academic difficulties. In: Exceptional Children. 2010 ; Vol. 76, No. 4. pp. 475-495.
@article{b94de8510ee6464d852de62283d9c4b1,
title = "Effects of using modified items to test studentswith persistent academic difficulties",
abstract = "This study investigated the effects of using modified items in achievement tests to enhance accessibility. An experiment determined whether tests composed of modified items would reduce the performance gap between students eligible for an alternate assessment based on modified achievement standards (AA-MAS) and students not eligible, and the impact on student proficiency levels. Three groups of eighth-grade students (N = 755) from four states took original and modified versions of reading and mathematics tests. Findings indicate modified item conditions were significantly easier for all students and modifications would result in more AA-MAS eligible students meeting proficiency status. Study limitations and follow-up research on item modifications and the performance of students with disabilities are discussed.",
author = "Stephen Elliott and Kettler, {Ryan J.} and Beddow, {Peter A.} and Alexander Kurz and Elizabeth Compton and Dawn McGrath and Charles Bruen and Kent Hinton and Porter Palmer and Rodriguez, {Michael C.} and Daniel Bolt and Roach, {Andrew T.}",
year = "2010",
month = "5",
day = "1",
language = "English (US)",
volume = "76",
pages = "475--495",
journal = "Exceptional Children",
issn = "0014-4029",
publisher = "Council for Exceptional Children",
number = "4",

}

TY - JOUR

T1 - Effects of using modified items to test studentswith persistent academic difficulties

AU - Elliott, Stephen

AU - Kettler, Ryan J.

AU - Beddow, Peter A.

AU - Kurz, Alexander

AU - Compton, Elizabeth

AU - McGrath, Dawn

AU - Bruen, Charles

AU - Hinton, Kent

AU - Palmer, Porter

AU - Rodriguez, Michael C.

AU - Bolt, Daniel

AU - Roach, Andrew T.

PY - 2010/5/1

Y1 - 2010/5/1

N2 - This study investigated the effects of using modified items in achievement tests to enhance accessibility. An experiment determined whether tests composed of modified items would reduce the performance gap between students eligible for an alternate assessment based on modified achievement standards (AA-MAS) and students not eligible, and the impact on student proficiency levels. Three groups of eighth-grade students (N = 755) from four states took original and modified versions of reading and mathematics tests. Findings indicate modified item conditions were significantly easier for all students and modifications would result in more AA-MAS eligible students meeting proficiency status. Study limitations and follow-up research on item modifications and the performance of students with disabilities are discussed.

AB - This study investigated the effects of using modified items in achievement tests to enhance accessibility. An experiment determined whether tests composed of modified items would reduce the performance gap between students eligible for an alternate assessment based on modified achievement standards (AA-MAS) and students not eligible, and the impact on student proficiency levels. Three groups of eighth-grade students (N = 755) from four states took original and modified versions of reading and mathematics tests. Findings indicate modified item conditions were significantly easier for all students and modifications would result in more AA-MAS eligible students meeting proficiency status. Study limitations and follow-up research on item modifications and the performance of students with disabilities are discussed.

UR - http://www.scopus.com/inward/record.url?scp=79960163251&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=79960163251&partnerID=8YFLogxK

M3 - Article

VL - 76

SP - 475

EP - 495

JO - Exceptional Children

JF - Exceptional Children

SN - 0014-4029

IS - 4

ER -