Hansen, E. G., Mislevy, R. J., & Steinberg, L. S. (2008). Evidence-centered assessment design for reasoning about accommodations for individuals with disabilities in NAEP reading and mathematics (ETS Research Report No. RR-08-38). ETS. https://doi.org/10.1002/j.2333-8504.2008.tb02124.x

An overview of the accommodations that are allowed on the National Assessment of Educational Progress (NAEP) was provided. Accommodations were discussed through a variety of frameworks that aim to maximize inclusivity of students with disabilities while also maximizing test validity. Accommodations most commonly provided by NAEP were bilingual booklet, bilingual dictionary, large-print booklet, extended time, read-aloud, small group administration, one-on-one administration, and scribe use of computer.

Accommodations commonly provided on assessments were analyzed through the lens of a variety of models aimed at balancing the inclusivity of students with disabilities and the validity of the assessment.

Examples from NAEP reading and mathematics were used to highlight the recent extension of evidence-centered assessment design (ECD) for reasoning about the impact of accommodations on the validity of assessment results. A variety of models were applied to the assessment accommodations decision-making process.

ECD-based techniques were useful in analyzing the effects of accommodations on assessment validity. Researchers concluded that design techniques such as ECD may increase the accessibility of assessments without undermining their validity.