Walz, L., Albus, D., Thompson, S., & Thurlow, M. (2000). Effect of a multiple day test accommodation on the performance of special education students . University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/archive/AssessmentSeries/MnReport34.html
NCEO's Minnesota Report 34
Each student completed two forms of the test: one form on one day, and the other form across three days. The amount of time available to complete the test was identical across both the one-day and three-day administrations.
A total of 113 grade 7 and grade 8 students (47 females and 66 males) from four middle schools in Minnesota (U.S.) participated, with complete test data obtained for 112 students. 48 students (43% of students) receiving services for academic or behavioral needs, and 64 students receiving general education services alone were included in the study.
Reading comprehension passages and questions reworked from earlier versions of the Minnesota Basic Standards Test were used as the dependent variable. Three passages, with 10 questions per passage, were administered under each condition. Additionally, individual reading rates were determined daily, and students were placed in one of three groups: below 50 words correct per minute, 50–99 words correct per minute, and 100 and above words correct per minute.
For students in special education, the mean number correct was similar for the Multiple Day and the One Day conditions. Students in general education performed less well when taking the test across multiple days than when taking it in one day (p= .003). A number of limitations of the study are examined (e.g., disruption prior to one of the testing sessions for students with disabilities, students not given the other accommodations that they might otherwise receive).