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Handicapped Student Performance on the Scholastic Aptitude Test
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Handicapped Student Performance on the Scholastic Aptitude Test (1986)Handicapped Student Performance on the Sc…An Experimental Study of the Effects on Item-Analysis Data of Changing Item Placement and Test Time Limit (1950)An Experimental Study of the …Environmental barriers in mainstream schools (2002)Environmental barriers in mai…ELIGIBILITY ISSUES AND COMPARABLE TIME LIMITS FOR DISABLED AND NONDISABLED SAT® EXAMINEES (1992)ELIGIBILITY ISSUES AND COMPAR…Effect of Speededness on Test Performance of Handicapped and Nonhandicapped Examinees (1991)Effect of Speededness on Test…Coming to Terms with the “Otherwise Qualified” Student with a Learning Disability (1990)Coming to Terms with the “Oth…THE PREDICTIVE VALIDITY OF THE SCHOLASTIC APTITUDE TEST FOR DISABLED STUDENTS (1986)THE PREDICTIVE VALIDITY OF TH…Theory of Mental Tests (1950)Standards for educational and psychological testing (1985)SAT Differential Item Performance for Nine Handicapped Groups (1987)Is There a “Psychology of the Deaf”? (1988)Applications of Item Response Theory To Practical Testing Problems (2012)Consensus or contradiction? A review of the current research into the impact of granting extra time in exams to students with specific learning difficulties (SpLD) (2019)Family and Peer Issues Among Adolescents With Spina Bifida and Cerebral Palsy (1991)Beyond Section 504: Satisfaction and Empowerment of Students with Disabilities in Higher Education (1993)Risk and Resilience Among Children and Youth With Disabilities (1996)Students with disabilities participating in mainstream schools: policies that promote and limit teacher and therapist cooperation (2007)Participation in Early Childhood Educational Environments for Young Children with and Without Developmental Disabilities and Delays: A Mixed Methods Study (2016)Being included – experiences of social participation of pupils with special education needs in mainstream schools (2019)A STUDY OF SPEEDEDNESS AS A SOURCE OF TEST BIAS1 (1972)Using Confirmatory Factor Analysis and the Rasch Model to Assess Measurement Invariance in a High Stakes Reading Assessment (2010)Using Explanatory Item Response Theory Modeling to Investigate Context Effects of Differential Item Functioning for Students With Disabilities (2011)Principles of Educational and Psychological Measurement and Evaluation (2019)On Developing LD College Programs (1982)College and the Learning Disabled Student (1988)Testing Handicapped People (1988)A Change in Legal Status: An Overlooked Dimension in the Transition to Higher Education (1991)Phonological and Morphological Processing in Adult Students with Learning/Reading Disabilities (1999)Planning for Inclusion: Using Universal Instructional Design to Create a Learner-Centered Community College Classroom (2004)The Effects of Item Order on Test Performance and Stress (1974)THE EXTENT, CAUSES AND IMPORTANCE OF CONTEXT EFFECTS ON ITEM PARAMETERS FOR TWO LATENT TRAIT MODELS (1980)Hidden Markov Item Response Theory Models for Responses and Response Times (2016)
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References

  • 1950An Experimental Study of the Effects on Item-Analysis Data of Changing Item Placement and Test Time Limit77 cited

Cited by

  • 2002Environmental barriers in mainstream schools121 cited
  • 1991Effect of Speededness on Test Performance of Handicapped and Nonhandicapped Examinees40 cited
  • 1990Coming to Terms with the “Otherwise Qualified” Student with a Learning Disability31 cited
  • 1986THE PREDICTIVE VALIDITY OF THE SCHOLASTIC APTITUDE TEST FOR DISABLED STUDENTS25 cited
  • 1992ELIGIBILITY ISSUES AND COMPARABLE TIME LIMITS FOR DISABLED AND NONDISABLED SAT® EXAMINEES15 cited

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