Neville, E. K. (1995). The effects of assessment modifications on the classroom testing performance of students with learning disabilities (Publication No. 9533299) [Doctoral dissertation, The Johns Hopkins University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304188125
The Johns Hopkins University (Baltimore, MD); ProQuest document ID: 304188125
An alternating treatment design was used to compare the difference in student performance on traditional math textbook chapter tests and on modified tests.
Five students with learning disabilities, who were enrolled in a general education fourth grade mathematics class, participated in the study.
At the end of each math unit, the standard textbook posttest and the modified posttest were administered following a counterbalanced schedule. The researchers compared the scores obtained by each student on the standard and modified posttests.
The results indicated that the students' mathematical knowledge was more accurately portrayed on the paper-pencil measures when the tests were created and administered using accommodations, which were matched to students' strengths and weaknesses. The importance of the teacher's role in making sure that valid measures are used was also demonstrated.