Hollenbeck, K., Tindal, G., & Almond, P. (1998). Teachers’ knowledge of accommodations as a validity issue in high-stakes testing . The Journal of Special Education , 32 (3), 175–183. https://doi.org/10.1177/002246699803200304

Journal Article

Hollenbeck, K., Tindal, G., & Almond, P. (1998). Teachers’ knowledge of accommodations as a validity issue in high-stakes testing. The Journal of Special Education, 32(3), 175–183. https://doi.org/10.1177/002246699803200304

Tags

Calculation device or software (interactive); Clarify directions; Dictated response; Dictated response (scribe); Dictionary/glossary; Educator survey; Elementary; Extended time; Format; K-12; Middle school; Multiple content; Multiple day; Small group; Specialized setting; Technological aid; U.S. context; Visual cues

URL

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

Summary

Accommodation

General and special education teachers' knowledge and implementation practices for a variety of test accommodations were investigated.

Participants

A total of 166 general and special educators from elementary and middle school levels responded to a mailed survey.

Dependent Variable

The survey included questions on knowledge of and on practices for a variety of test accommodations.

Findings

Results indicated that only 21% of the respondents reported using the accommodations specified in the state testing manual. Overall, teachers appeared to have low knowledge of allowable accommodations and their knowledge did not always translate into consistent action.