Cawthon, S. W., Ho, E., Patel, P. G., Potvin, D. C., & Trundt, K. M. (2009). Multiple constructs and effects of accommodations on accommodated test scores for students with disabilities . Practical Assessment, Research, and Evaluation , 14 (1), article 18. https://doi.org/10.7275/ktkv-3279
Also downloadable from Scholarworks online database: https://scholarworks.umass.edu/pare/vol14/iss1/18
The authors reviewed extant literature on the extended-time and oral delivery accommodations.
This is a literature review. Participants of reviewed studies varied widely. No specific participant numbers or characteristics were discussed. The policy and legal context applied by the researchers was state and federal (U.S.).
This is a review of literature, and there were no specific dependent variables reported.
The authors contended that studies on accommodations performance effects ought to address construct validity considerations, including factors such as test characteristics and student characteristics, as well as aspects of the accommodations. Several studies showed that content area, language demand, and test-takers' disabilities interacted, bringing about varying results from the uses of extended-time and oral delivery accommodations. The authors urged the application of a multiple construct approach in future research designs. Limitations of the research literature were reported, and future research directions, including needed methodological approaches, were suggested.