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

Dissertation
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

Notes

The Johns Hopkins University (Baltimore, MD); ProQuest document ID: 304188125

Tags

Elementary; K-12; Learning disabilities; Math; U.S. context

URL

https://www.proquest.com/docview/304188125

Summary

Accommodation

An alternating treatment design was used to compare the difference in student performance on traditional math textbook chapter tests and on modified tests.

Participants

Five students with learning disabilities, who were enrolled in a general education grade 4 mathematics class, participated.

Dependent Variable

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.

Findings

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.