Beattie, S. (1982). The effect of physical test format modifications on the performance of third grade mildly handicapped and normal students (Publication No. 8302206) [Doctoral dissertation, University of Florida]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/303237633

University of Florida (Gainesville, FL); ProQuest document ID: 303237633

Test modifications consisted of alterations in line lengths, inclusion of examples, the use of boldface type for emphasis, placement of answer bubbles, and the arrangement of items in a hierarchy of progressive difficulty.

Eighty (80) grade 3 students randomly selected from four student groups of 20 students each participated—including students without disabilities, students with learning disabilities (LD), students with emotional disabilities, and students with intellectual disabilities—in Central Florida including the Orlando area (U.S.).

The researcher developed a mathematics test with 20 items each of five different layout types, along with a standard test format without these layout alterations.

Overall test scores were found to be significantly higher on the modified test than on the standardized test. The findings also showed that students performed significantly higher on the modified subtest incorporating the introduction of examples. Performance scores for students without disabilities, with emotional disabilities, and with learning disabilities were similar; in contrast, scores for students with intellectual disabilities were consistently lower. Results from a post hoc analysis revealed that performance scores on the modified test surpassed mastery criteria for 32 percent of the sub-skill sections failed by the students taking the standardized version. [See also Beattie, Grise, & Algozzine (1983); Grise, Beattie, & Algozzine, (1982).]