Lang, S. C., Cowell, E. L., Kumke, P. J., & Ray, C. E. (2003). The consequences of using testing accommodations: Student, teacher, and parent reactions to and perceptions of testing accommodations (WCER Working Paper No. 2003–3). University of Wisconsin-Madison, Wisconsin Center for Education Research. http://wcer.wisc.edu/publications/working-papers

WCER Working Paper No. 2003-3; download from WCER webpage: https://wcer.wisc.edu/publications/abstract/wcer-working-paper-no.-2003-3 ​

Teachers completed an assessment accommodations checklist (AAC) for each student with a disability. Then, students with disabilities were matched with students without disabilities. Each student pair took the TerraNova both with accommodations and without. Accommodations provided to student pairs were determined by the AAC that the teacher filled out for the student with a disability.

Participants were 294 students—152 in grade 4, 142 in grade 8—from 15 schools throughout Wisconsin (U.S.). Of those students, 127 (43%) had disabilities; specific disabilities were reported. In addition, 43 parents and 35 educators participated.

The dependent variable was scores on two reading and two math subtests of the TerraNova Multiple Assessment Battery (research edition). Students, parents, and teachers were also administered questionnaires concerning their preferences and opinions on accommodations.

Students both with and without disabilities reported that tests seemed easier when accommodations were provided. Students' preferences for using accommodations on subject tests varied, with differences between students with and without disabilities regarding whether accommodations helped them show their knowledge on tests. Both teachers and parents thought it was fair for students with disabilities to receive accommodations. Implications of the research, as well as limitations and future research directions, were discussed.