An Experimental Analysis of Accommodation Decisions on Large-Scale Mathematics Tests

Robert Helwig · Gerald A. Tindal

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Abstract

This article reports on an investigation of teachers and students within special education to determine the accuracy with which teachers recommend read-aloud accommodations for mathematics tests, and develop a profile of students who benefit from this type of accommodation. Students in both general (n = 973) and special education (n = 245) in elementary and middle schools from eight states were administered an accommodated and standard mathematics achievement test. Teachers were no more successful than chance at predicting which students would benefit from the accommodation. Supplementary analyses used pretest reading and mathematics achievement scores in an attempt to develop a profile of students who favored one or the other formats. The outcomes from accommodations did not necessarily match student profiles.

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2000Supplementing Teacher Judgments of Mathematics Test Accommodations with Objective Data Sources 2013Higher Order Factors in Comprehension Disability: Processes and Remediation 2000Using Objective Data Sources to Enhance Teacher Judgments about Test Accommodations 1998Accommodating Students with Disabilities on Large-Scale Tests: An Experimental Study 1990Can Learning Disabilities Be Determined From Working Memory Performance?

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2004Improving Educational Outcomes for Students with Disabilities.2017Identifying Appropriate Test Accommodations for Students With Learning Disabilities 2007Recommendations for Accommodations 2013Ongoing issues in test fairness 2006Comparing DIF Across Math and Reading/Language Arts Tests for Students Receiving a Read-Aloud Accommodation 2014The Effects of Read‐Aloud Accommodations for Students With and Without Disabilities: A Meta‐Analysis 2007Accommodations Use for Statewide Standardized Assessments: Prevalence and Recommendations for Students Who Are Deaf or Hard of Hearing 2014A Meta‐Analysis of Research on the Read Aloud Accommodation

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