Tindal, G., Lee, D., & Ketterlin-Geller, L. (2008). The reliability of teacher decision-making in recommending accommodations for large-scale tests (Technical Report No. 08–01). Behavioral Research and Teaching, University of Oregon. http://www.brtprojects.org/publications/dl/61

(Technical Report No. 08-01)

Different methods for teachers to recommend accommodations for use on large-scale tests were examined. Various accommodations were considered, including: read-aloud (directions and items), simplified language, language translation (other than English), extended-time, multiple short test sessions, individual separate location, alternate response formats (word-processing, pointing, or dictation to scribe), selected response (multiple-choice), manipulatives, calculator, and decrease number of items per page.

One hundred forty teachers of both general education (n=90) and special education (n=48) from four unidentified states (U.S.) rated their 600 students in grades 3, 5, and 8.

To examine teachers’ responses on large-scale test accommodations, we asked teachers to rate four major components in making a recommendation to accommodate a student with disabilities: (a) ratings of student proficiency in academic areas (b) judgments about ease with which students can engage in various test-taking-related activities (c) estimates of benefit from receiving an accommodation in mathematics, and (d) the provision of various accommodations.

The outcomes from the judgments support the need for a more explicit model. Four general categories are presented: student proficiency, ease of completing various (test-relevant) activities, benefit from the use of various accommodations, and provision of accommodations in the classroom. Both mean level of ratings and stability of ratings argue against continued use of informal systems. Limitations of the study were reported, and future research possibilities were suggested.