Ketterlin-Geller, L. R., Crawford, L., & Huscroft-D’Angelo, J. N. (2014). Screening to assign accommodations: Using data to make decisions . Learning Disabilities: A Multidisciplinary Journal , 20 (2), 73–86. https://doi.org/10.18666/LDMJ-2014-V20-I2-5277
Ketterlin-Geller, L. R., Crawford, L., & Huscroft-D’Angelo, J. N. (2014). Screening to assign accommodations: Using data to make decisions. Learning Disabilities: A Multidisciplinary Journal, 20(2), 73–86. https://doi.org/10.18666/LDMJ-2014-V20-I2-5277
The focus of this study was to describe and evaluate a screening tool developed to assist educators in assigning accommodations to students that would reduce the effect of construct irrelevant variance on assessment performance.
Six educators reviewed the Screening to Assign Accommodations Tool according to the design features of importance. Three were special education experts, and three were mathematics teachers. Additional information credentialing their areas of expertise were provided.
The elements of this Screening to Assign Accommodations Tool being reviewed included usability and feasibility.
The researchers propounded a process and tool for examining useful information to discern appropriate accommodations for students needing supports for mathematics assessment. The results are the tool itself, yet also a description of the considerations in developing the tool, and the usability and feasibility found by participant-reviewers. Completion of the tool results in the formulation of a set of information—from educators, parents, and students—about students' academic engagement in terms of perceived academic task proficiency, barriers to that proficiency, and solutions for overcoming barriers. Reviewers assented that the information assembled by the tool was useful, and that the collection process was feasible and relatively brief and efficient. Limitations of the tool developed in the study were reported, and future research directions were suggested.