Tindal, G., & Ketterlin-Geller, L. R. (2004, January 5). Research on mathematics test accommodations relevant to NAEP testing [Paper presentation]. National Assessment Governing Board’s Conference on Increasing the Participation of Special Needs Students in the National Assessment of Educational Progress. http://files.eric.ed.gov/fulltext/ED500433.pdf

Research on mathematics test accommodations was reviewed. In particular, the accommodations allowed on the National Assessment of Educational Progress (NAEP) were outlined. Next, the authors conducted a review of research regarding math test accommodations, focusing on calculator use, reading problems aloud (read-aloud), extended-time, and accommodations packages.

This review used existing research. No participants were recruited. In one section of the paper, however, the authors discussed the National Assessment of Educational Progress (NAEP), which is administered to U.S. students in grades 4, 8, and 12. 

This study was a literature review; no dependent variable.

In their review of existing research on commonly used accommodations during math tests, the authors found that results were often conflicting, and no coherent decision-making model for making accommodations decisions exists. However, authors were also able to identify three strategies that are currently available to address decision-making about accommodations on large-scale assessments: applying principles of universal design when designing items, organizing tests into sections so that accommodations can be used only where needed, and using computer adaptive testing.