Steinberg, J., Cline, F., Ling, G., Cook, L., & Tognatta, N. (2009). Examining the validity and fairness of a state standards-based assessment of English-language arts for deaf or hard of hearing students . Journal of Applied Testing Technology , 10 (2), 1–33. https://jattjournal.net/

This journal article is from an online journal, volume 10 issue 2, Article #5. The Journal of Applied Testing Technology is published by the Association of Test Publishers.

Using the statewide extant data set for English-language arts assessments, the analyses used different-sized data samples from an unidentified state (U.S.). For the DIF analysis, researchers used scores from 60,769 grade 4 students and 60,388 grade 8 students (total n=121,157). For the factor analysis, researchers used scores from 1,410 grade 4 students and 1,454 grade 8 students (total n=2,864). For both analyses, students with deafness or who were hard-of-hearing numbered 864, with about 40% of them also being ELs. EL status was also reported for the students without disabilities.

The study researchers analyzed extant data from the statewide "English-language arts" assessment, which had 75 multiple-choice items. The test included Reading sections on reading comprehension, word analysis and vocabulary, and literary response and analysis, and Writing sections on strategies and written and oral language conventions.