Sireci, S. G., Li, S., & Scarpati, S. (2003). The effects of test accommodation on test performance: A review of the literature (Center for Educational Assessment Research Report No. 485). School of Education, University of Massachusetts-Amherst.

Report No. 485

Accommodations differed by study. Types of accommodations were divided into four categories: presentation, response, setting, and timing/scheduling.

Participants differed by study. Forty-six studies were reviewed and summarized. The relevant studies appear to have been completed within the U.S. educational system.

Not applicable.

This review indicates that many accommodations have positive, construct-valid effects for certain groups of students. The remaining challenge is to implement these accommodations appropriately and identify which accommodations are best for specific students. Another challenge is developing more flexible tests that would make accommodations unnecessary. These challenges appear surmountable. Thus, it appears that research in the area of test accommodations will continue to results in more valid assessment practices. Directions for future research are discussed.