Kim, D., Schneider, C., & Siskind, T. (2009). Examining equivalence of accommodations on a statewide elementary-level science test . Applied Measurement in Education , 22 (2), 144–163. https://doi.org/10.1080/08957340902754619

Journal Article

Kim, D., Schneider, C., & Siskind, T. (2009). Examining equivalence of accommodations on a statewide elementary-level science test. Applied Measurement in Education, 22(2), 144–163. https://doi.org/10.1080/08957340902754619

Tags

Autism; Elementary; Emotional/Behavioral disability; Hearing impairment (including deafness); Intellectual disabilities; K-12; Learning disabilities; Multiple accommodations; Multiple disabilities; No disability; Oral delivery; Oral delivery, live/in-person; Physical disability; Science; Signed administration; Speech/Language disability; U.S. context; Visual impairment (including blindness)

URL

https://www.tandfonline.com/journals/hame20

Summary

Accommodation

The study examined the factor structure for a statewide science assessment, including scores of students receiving an oral delivery (read-aloud) accommodation by test administrators in-person, non-setting accommodations as a whole, and accommodations in general.

Participants

Performance data were examined from 10,666 students with disabilities in grades 3, 4, and 5 who participated in a statewide science test in South Carolina (U.S.). A matched group of 10,666 students without disabilities was included for comparison purposes.

Dependent Variable

The dependent variable was science performance on South Carolina Palmetto Achievement Challenge Tests (PACT) for grades 3, 4, and 5.

Findings

The analysis of the assessment's factor structure yields that the factors were invariant with one another; that is, the meaning of the science test scores for the students with disabilities receiving accommodations was the same as the scores for the students without disabilities not receiving accommodations.