G. Sireci, Stephen
(2008)
Validity Issues In Accommodating
Reading Tests.
The Asia Pacific Journal of Educators and Education (formerly known as Journal of Educators and Education), 23 (1).
pp. 1-30.
ISSN 2289-9057
Abstract
National Assessments seeks to include all students in the sampling frame
from which students are selected to participate in the assessment. However, some
students with disabilities (SWD) are either unable to take tests under standard testing
conditions or are unable to perform at their best under standard testing conditions. In
many testing situations, accommodations to standard testing conditions are given to
SWD to improve measurement of their knowledge, skills and abilities. This practice
is in the pursuit of more valid test score interpretation; however, it produces the
ultimate psychometric oxymoron – an accommodated standardized test. In this paper,
I review validity issues related to test accommodations and summarize some
empirical studies in this area. The focus of the paper is on accommodations for
reading tests because some types of accommodations on these tests are particularly
controversial. The specific accommodations emphasized in this review are extended
time and oral (read-aloud) accommodations. A review of professional standards,
validity theory, and recent empirical research in this area suggests that extended time
accommodations may be appropriate for reading tests, but read-aloud
accommodations are likely to alter the construct measured. Suggestions for
determining when to provide accommodations and how to report scores from
accommodated test administrations are provided.
Actions (login required)
 |
View Item |
![[img]](http://eprints.usm.my/style/images/fileicons/application_pdf.png)
