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 N. Elliott

Research output: Contribution to journalArticle

12 Scopus citations

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
DOIs
StatePublished - Jan 1 2010

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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