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; Elementary; Extended time; Format; Middle school; Multiple accommodations; Multiple content; Multiple day; Small group; Specialized setting; Teacher survey; Technological aid; Visual cues

Summary

Accommodation

This article presents results of a survey of general and special education teachers' knowledge and use of a variety of test accommodations.

Participants

166 general and special educators responded to a mailed survey.

Dependent Variable

Survey of knowledge and use of 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.