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  PARA Accessible Reading Assessment Reports: Examining Differential Item Functioning in Reading Assessments for Students With Disabilities

  Formats: Online, PDF

  A report examining group differences between students with disabilities and students without disabilities using differential item functioning (DIF) analyses in a high-stakes reading assessment. Results indicated that for grade 9, many items exhibited DIF and these were more likely to be located in the second half of the assessment subscales. After accounting for reading ability, when compared to their non-disabled peers, students with disabilities consistently under-performed on items located in the second half relative to the items located in the first half. These results were seen in grade 9 for data from two different states, but these results were not seen for grade 3. This study has several limitations to the data. There was no access to information about the testing accommodations that students with disabilities might have received, and no information about the type of disabilities. Results of this study can shed light on potential factors affecting the accessibility of reading assessments for students with disabilities, in an ultimate effort to provide assessment tools that are conceptually and psychometrically sound for all students.

  Published: January 2007
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  Parent-Educator Toolkit: En Español: Working with Your Child's Teacher Using the multilingual Parent Educator Toolkit

  Formats: Free Video

  The parents of English learners need to be involved in decisions about accessibility features for their children. The multilingual Parent-Educator Toolkit consists of several concise briefs to guide parents through this process. This Spanish-language video shows how parents can work with their child’s teacher to make decisions in using accessibility features for their child.

  Published: 11/3/2022
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  Parent-Educator Toolkit: Building Successful Communication with the School Using the Multilingual Parent Educator Toolkit

  Formats: Free Video

  The parents of English learners need to be involved in decisions about accessibility features for their children. The multilingual Parent-Educator Toolkit consists of several concise briefs to guide parents through this process. This video helps parents understand what the resources are and how to use them. This English-language video provides subtitles in Arabic, Simplified Chinese, Spanish, and Vietnamese that can be turned on in the Settings feature.

  Published: 11/3/2022
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  PARA Accessible Reading Assessment Reports: Developing and Researching an Accessible Reading Assessment for Students with Disabilities

  Formats: PDF

  A report documenting the Partnership for Accessible Reading Assessment's (PARA) field test to determine the degree to which its accessible reading assessment provided for accessibility, validity, and comparability for students with learning disabilities (LD), speech-language impairments (SLI), intellectual disabilities (ID), and deafness/hard of hearing (D/HH). The PARA field test of its accessible assessment compared to a proxy state assessment was conducted in the spring and fall of 2010 and included over 3,700 students (over 1,500 special education students and over 2,100 non-special education students). The field test included special education students with Individualized Education Programs (IEPs) who were categorized as having LD, SLI, ID, or D/HH.

  Four primary research questions are addressed in the report:

  1. Is the PARA accessible reading assessment more accessible than a proxy state reading assessment for students with LD, and for students with disabilities combined (LD, SLI, ID, and D/HH)?
  2. Are scores from the PARA accessible reading assessment more reliable than scores from the proxy state assessment for students with LD, and for students with disabilities combined (LD, SLI, ID, and D/HH)
  3. Is there evidence of the validity of scores from the accessible reading assessment?
  4. Does the PARA accessible reading assessment demonstrate the same characteristics (student performance, reliability, validity) for students in grades 4 and 8?

  Published: May 2012
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  NCEO Synthesis Reports: Varied Opinions on How to Report Accommodated Test Scores: Findings Based on CTB/McGraw-Hill's Framework for Classifying Accommodations (#49)

  Formats: Online, PDF

  This year 2003 report outlines the challenges of state education agencies determining the most appropriate way to report test scores of students receiving accommodations. These three ways are to (1) report all scores in the aggregate (i.e., do not differentiate between accommodated and non-accommodated test scores), (2) report accommodated scores separately, and (3) report accommodated scores both in the aggregate as well as separately. These approaches reflect different beliefs on how accommodations influence test scores, and the perceived need for future accommodations research. Survey results include perceptions held by people familiar with policy or research on the way in which test scores are influenced by accommodations and how scores obtained under accommodated conditions are to be treated in reporting. The results show that the extent of agreement about how accommodated scores should be treated depends on the accommodation. The study also shows how deep-seated beliefs lead some respondents to consider almost no accommodation as changing the construct, whereas other respondents consider almost all accommodations as influencing the construct being measured.

  Published: April 2003