Enhancing the Accessibility of High School Science Tests: A Multistate Experiment.
Saved in:
| Title: | Enhancing the Accessibility of High School Science Tests: A Multistate Experiment. |
|---|---|
| Authors: | KETTLER, RYAN J., DICKENSON, TAMMIEE S., BENNETT, HEATHER L., MORGAN, GRANT B., GILMORE, JOANNA A., BEDDOW, PETER A., SWAFFIELD, SUZANNE, TURNER, LINDA, HERRERA, BILL, TURNER, CHARLENE, PALMER, PORTER W. |
| Source: | Exceptional Children. Fall2012, Vol. 79 Issue 1, p91-106. 16p. |
| Subjects: | Education of students with disabilities, Test design, Science ability testing, Educational equalization, No Child Left Behind Act of 2001 |
| Geographic Terms: | United States |
| Abstract: | This study was inspired by the final regulations for the No Child Left Behind Act (NCLB) indicating that each state has the option to develop a new assessment for students whose disabilities have kept them from obtaining proficiency. Sets of high school science achievement items were enhanced for the new test. A 3-by-2, within subjects, experimental design was used with 400 participants from 3 states. Although items remained connected to grade-level content standards, in the enhanced condition they were easier for all groups. Changes in measurement precision were mixed for students in the group eligible for the new examination. Participants tended to report that individual enhancements made items easier, but that packages of enhancements did not affect the difficulty of items. [ABSTRACT FROM AUTHOR] |
| Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This study was inspired by the final regulations for the No Child Left Behind Act (NCLB) indicating that each state has the option to develop a new assessment for students whose disabilities have kept them from obtaining proficiency. Sets of high school science achievement items were enhanced for the new test. A 3-by-2, within subjects, experimental design was used with 400 participants from 3 states. Although items remained connected to grade-level content standards, in the enhanced condition they were easier for all groups. Changes in measurement precision were mixed for students in the group eligible for the new examination. Participants tended to report that individual enhancements made items easier, but that packages of enhancements did not affect the difficulty of items. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00144029 |
| DOI: | 10.1177/001440291207900105 |
