Lovett, B. J., & Fienup, D. M. (2023). Using interventions to increase test access: An alternative to accommodations ? Assessment for Effective Intervention , 49 (1), 41–49. https://doi.org/10.1177/15345084231178794

Journal Article
Lovett, B. J., & Fienup, D. M. (2023). Using interventions to increase test access: An alternative to accommodations? Assessment for Effective Intervention, 49(1), 41–49. https://doi.org/10.1177/15345084231178794

Tags

Breaks during testing; Dictated response; Dictated response (scribe); Dictated response (speech recognition system); Extended time; K-12; Oral delivery; Oral delivery, live/in-person; Specialized setting; Text-to-speech device/software; U.S. context

URL

https://journals.sagepub.com/home/aei

Summary

Accommodation

Extended testing time, separate room administration, test breaks, read-aloud, and dictated response were examined.

Participants

This literature review looked at studies done with students in grades K-12 with learning, cognitive and behavioral disabilities.

Dependent Variable

Long term effects of interventions and assessment accommodations on students’ ability to access assessments independently were compared by reviewing research on evidence-based interventions.

Findings

Evidence-based interventions were underutilized as compared to accommodations. Researchers argued that use of accommodations did not improve students’ ability to access an assessment independently (without the accommodation) while, in some cases, interventions could teach students skills to independently access assessments without the need for the accommodation. Researchers suggested that educators consider providing interventions along with accommodations to teach students skills (e.g., time management) that would eventually eliminate the need for the accommodation.