Incorporating student input in developing alternate assessments based on modified academic achievement standards

Andrew T. Roach, Peter A. Beddow, Alexander Kurz, Ryan J. Kettler, Stephen Elliott

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

In developing alternate assessments based on modified academic achievement standards (AA-MAS), several states have modified existing test items with the aim of enhancing accessibility and reducing difficulty for students with disabilities. Using Grade 8 multiple-choice test items in unmodified and modified forms, two studies examined student perceptions of item modifications and their effects on accessibility. Study 1 used a think-aloud cognitive lab to explore the effects of modifications on student perceptions and performance. Study 2 examined student survey data from a field test of the items with students (N = 709) with and without disabilities. Data indicated students generally perceived item modifications as helpful or positive. Educators and test developers are encouraged to consider students' perceptions of test items when designing tests.

Original languageEnglish (US)
Pages (from-to)61-80
Number of pages20
JournalExceptional Children
Volume77
Issue number1
StatePublished - Jan 1 2010
Externally publishedYes

Fingerprint

academic achievement
Students
student
disability
school grade
educator
performance

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

Incorporating student input in developing alternate assessments based on modified academic achievement standards. / Roach, Andrew T.; Beddow, Peter A.; Kurz, Alexander; Kettler, Ryan J.; Elliott, Stephen.

In: Exceptional Children, Vol. 77, No. 1, 01.01.2010, p. 61-80.

Research output: Contribution to journalArticle

@article{93235044e06e4397a1462c2e8bcb7623,
title = "Incorporating student input in developing alternate assessments based on modified academic achievement standards",
abstract = "In developing alternate assessments based on modified academic achievement standards (AA-MAS), several states have modified existing test items with the aim of enhancing accessibility and reducing difficulty for students with disabilities. Using Grade 8 multiple-choice test items in unmodified and modified forms, two studies examined student perceptions of item modifications and their effects on accessibility. Study 1 used a think-aloud cognitive lab to explore the effects of modifications on student perceptions and performance. Study 2 examined student survey data from a field test of the items with students (N = 709) with and without disabilities. Data indicated students generally perceived item modifications as helpful or positive. Educators and test developers are encouraged to consider students' perceptions of test items when designing tests.",
author = "Roach, {Andrew T.} and Beddow, {Peter A.} and Alexander Kurz and Kettler, {Ryan J.} and Stephen Elliott",
year = "2010",
month = "1",
day = "1",
language = "English (US)",
volume = "77",
pages = "61--80",
journal = "Exceptional Children",
issn = "0014-4029",
publisher = "Council for Exceptional Children",
number = "1",

}

TY - JOUR

T1 - Incorporating student input in developing alternate assessments based on modified academic achievement standards

AU - Roach, Andrew T.

AU - Beddow, Peter A.

AU - Kurz, Alexander

AU - Kettler, Ryan J.

AU - Elliott, Stephen

PY - 2010/1/1

Y1 - 2010/1/1

N2 - In developing alternate assessments based on modified academic achievement standards (AA-MAS), several states have modified existing test items with the aim of enhancing accessibility and reducing difficulty for students with disabilities. Using Grade 8 multiple-choice test items in unmodified and modified forms, two studies examined student perceptions of item modifications and their effects on accessibility. Study 1 used a think-aloud cognitive lab to explore the effects of modifications on student perceptions and performance. Study 2 examined student survey data from a field test of the items with students (N = 709) with and without disabilities. Data indicated students generally perceived item modifications as helpful or positive. Educators and test developers are encouraged to consider students' perceptions of test items when designing tests.

AB - In developing alternate assessments based on modified academic achievement standards (AA-MAS), several states have modified existing test items with the aim of enhancing accessibility and reducing difficulty for students with disabilities. Using Grade 8 multiple-choice test items in unmodified and modified forms, two studies examined student perceptions of item modifications and their effects on accessibility. Study 1 used a think-aloud cognitive lab to explore the effects of modifications on student perceptions and performance. Study 2 examined student survey data from a field test of the items with students (N = 709) with and without disabilities. Data indicated students generally perceived item modifications as helpful or positive. Educators and test developers are encouraged to consider students' perceptions of test items when designing tests.

UR - http://www.scopus.com/inward/record.url?scp=79959774670&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=79959774670&partnerID=8YFLogxK

M3 - Article

VL - 77

SP - 61

EP - 80

JO - Exceptional Children

JF - Exceptional Children

SN - 0014-4029

IS - 1

ER -