Validity Issues In Accommodating Reading Tests
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...
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| Format: | Article |
| Language: | English |
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Penerbit Universiti Sains Malaysia
2008
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| Subjects: | |
| Online Access: | http://eprints.usm.my/34395/ http://eprints.usm.my/34395/1/JPP23-5_VALIDITY_ISSUES.pdf |
| _version_ | 1848877332026097664 |
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| author | G. Sireci, Stephen |
| author_facet | G. Sireci, Stephen |
| author_sort | G. Sireci, Stephen |
| building | USM Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-15T17:13:45Z |
| format | Article |
| id | usm-34395 |
| institution | Universiti Sains Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T17:13:45Z |
| publishDate | 2008 |
| publisher | Penerbit Universiti Sains Malaysia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | usm-343952017-05-19T08:31:19Z http://eprints.usm.my/34395/ Validity Issues In Accommodating Reading Tests G. Sireci, Stephen LB2300 Higher Education 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. Penerbit Universiti Sains Malaysia 2008 Article PeerReviewed application/pdf en http://eprints.usm.my/34395/1/JPP23-5_VALIDITY_ISSUES.pdf 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 http://apjee.usm.my/APJEE_23_2008/JPP23-5_VALIDITY%20ISSUES.pdf |
| spellingShingle | LB2300 Higher Education G. Sireci, Stephen Validity Issues In Accommodating Reading Tests |
| title | Validity Issues In Accommodating
Reading Tests |
| title_full | Validity Issues In Accommodating
Reading Tests |
| title_fullStr | Validity Issues In Accommodating
Reading Tests |
| title_full_unstemmed | Validity Issues In Accommodating
Reading Tests |
| title_short | Validity Issues In Accommodating
Reading Tests |
| title_sort | validity issues in accommodating
reading tests |
| topic | LB2300 Higher Education |
| url | http://eprints.usm.my/34395/ http://eprints.usm.my/34395/ http://eprints.usm.my/34395/1/JPP23-5_VALIDITY_ISSUES.pdf |