Testing accommodations research and decision making: The case of "good" scores being highly valued but difficult to achieve for all students

Stephen N. Elliott; Brian C. McKevitt; Ryan J. Kettler

doi:10.1080/07481756.2002.12069060

Testing accommodations research and decision making: The case of "good" scores being highly valued but difficult to achieve for all students

Stephen N. Elliott, Brian C. McKevitt, Ryan J. Kettler

Research output: Contribution to journal › Review article › peer-review

34 Scopus citations

Abstract

The authors review both (a) definitional and legal issues associated with testing accommodations and (b) validity issues that confront educators who must make decisions about the use and likely effects of testing accommodations, and they summarize the results of 4 experimental studies they have conducted that examine the statistical effects of accommodations on test scores of students with and without disabilities.

Original language	English (US)
Pages (from-to)	153-166
Number of pages	14
Journal	Measurement and Evaluation in Counseling and Development
Volume	35
Issue number	3
DOIs	https://doi.org/10.1080/07481756.2002.12069060
State	Published - Oct 2002
Externally published	Yes

ASJC Scopus subject areas

Education
Developmental and Educational Psychology
Applied Psychology
Psychology (miscellaneous)

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10.1080/07481756.2002.12069060

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Testing accommodations research and decision making: The case of "good" scores being highly valued but difficult to achieve for all students. / Elliott, Stephen N.; McKevitt, Brian C.; Kettler, Ryan J.
In: Measurement and Evaluation in Counseling and Development, Vol. 35, No. 3, 10.2002, p. 153-166.

Research output: Contribution to journal › Review article › peer-review

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Testing accommodations research and decision making: The case of "good" scores being highly valued but difficult to achieve for all students

Abstract

ASJC Scopus subject areas

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