Kim, D. H., Schneider, C., & Siskind, T. (2009). Examining the underlying factor structure of a statewide science test under oral and standard administrations . Journal of Psychoeducational Assessment , 27 (4), 323–333. https://doi.org/10.1177/0734282908328632

Journal Article

Kim, D. H., Schneider, C., & Siskind, T. (2009). Examining the underlying factor structure of a statewide science test under oral and standard administrations. Journal of Psychoeducational Assessment, 27(4), 323–333. https://doi.org/10.1177/0734282908328632

Tags

Autism; Emotional/Behavioral disability; Hearing impairment (including deafness); Intellectual disabilities; K-12; Learning disabilities; Middle school; Multiple disabilities; Oral delivery; Oral delivery, live/in-person; Physical disability; Science; Speech/Language disability; Visual impairment (including blindness)

URL

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

Summary

Accommodation

The meaning of the state science test results was examined for students receiving the oral delivery accommodation, read in-person by test administrators, in an individual setting. 

Participants

Data from approximately 20,000 students on a 2005 statewide science assessment (South Carolina, U.S.) in grades 6, 7, and 8 were examined. About 70% were students with disabilities, including learning disabilities and most other federal disability classifications. Students without disabilities numbered 2,000 for each of the three grade levels.

Dependent Variable

The South Carolina Palmetto Achievement Challenge Test (PACT) in science at grades 6, 7, and 8 served as the dependent variable.

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 receiving oral accommodations was the same as the scores for the students not receiving accommodations.