Assessment of Minimum Competency in Fifth Grade Learning Disabled Students: Test Modifications Make a Difference

Abstract

Approximately 350 fifth grade learning disabled students were administered modified versions of their state’s minimum competency exam. The test modifications included enlarged print, altered item order, unjustified lines in reading passages, and a higher example/item ratio. Comparisons of students’ performance on the modified versions of the test were made; additionally, data from similar students tested with standard versions of the minimum competency test were analyzed. In general, learning disabled students performed well on the modified tests; performance on regular-print and large-print versions were similar. Implications for future accommodation of handicapped students in minimum competency testing programs are discussed.

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