Chapter 10 Test Accommodations Frey Modern Classroom Assessment

Chapter 10 Test Accommodations Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

Objectives The learner will be able to: • Identify the legal and ethical issues of accommodations • Explain the reasoning behind accommodations • Summarize the research on the use of accommodations • List some common guidelines for when to provide accommodations • Provide examples of how accommodations are used in the real world Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

Individuals with Disabilities Act (IDEA) The Individuals with Disabilities Act (IDEA) Amendments of 1997 required that large-scale statewide assessment programs involve all students even if this requires the use of accommodations. Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

No Child Left Behind Act (NCLB) Under the No Child Left Behind Act (NCLB) it was required that all students with disabilities be included in the state and district-wide assessments to ensure that schools are accountable. Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

Accommodations • tools and procedures that provide equal access to instruction and assessment for students with disabilities • something added to the testing experience Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

Modifications • Changes in the version used, how instructions are delivered, the use of translators, etc. Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

Two Types of Accommodations: Standard - allowed for both testing and instruction that presumably does not change the construct being taught or assessed Non-standard - one that may change the nature of the target skill Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

Four Categories of Accommodations: 1. Presentation - students access information in ways that do not require them to visually read standard print 2. Response - students complete activities in different ways to solve or organize problems 3. Timing/scheduling - increases allowable time to complete a task 4. Setting - changing the location in which the task is given or the conditions of the setting Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

Key Legislation: IDEA of 2004 Parts 100 and 300 of the Code of Federal Regulations Elementary and Secondary Education Act, Title 1 NCLB Section 504 of the Rehabilitation Act of 1973 Americans with Disabilities Act (ADA) of 1990 Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

Effective Accommodations When "effectiveness" is defined as getting higher scores and accommodations are in place, most studies have found accommodations to be effective. Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

Three Accommodations that Show a Positive Effect on Student Test Scores: Computer administration 2. Oral presentation 3. Extended time 1. Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

Guiding Principles For Teachers Who Believe That a Student Might Need Accommodations: Do not assume that every student with disabilities needs assessment accommodations. Base accommodations on need. Be respectful of the student's cultural and ethnic background Discuss the plan with parents. Integrate assessment accommodations into classroom instruction. Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

Guiding Principles for Teachers who Believe that a Student Might Need Accommodations: Know whether your state or district has an approved list of accommodations. Include the student in decision-making. Choose accommodations that do not interfere with the intent of the test. Determine if the selected accommodation requires another accommodation. Remember that accommodations won't necessarily eliminate frustration for the student or increase student scores. They are intended to make things fairer. Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

Things to Think About Will computer-based testing and the many accommodations it provides increase or decrease the validity of assessment? 2. Thinking about the long list of accommodations for assessment allowed or recommended by states and at the locations shown in the list of Web sources at the end of this chapter, do any of them go too far? 3. Should some students be exempt from state-wide standardized testing? 4. Accommodations can positively influence test scores. Does this indicate that tests are often biased against students with disabilities? 1. Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

Key Points • Federal policy mandates the full inclusion of all students as part of state testing programs and it is reasonable to extend that philosophy to classroom assessment. • Accommodations allow for changes or additions to the testing environments which promote the validity of scores for all students. • Research shows that accommodations can work and can increase scores of students with disabilities. • Different states vary in terms of what accommodations are allowed and how and when they can be used. Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.