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Assessment and Accommodations |
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Conclusion
The sheer variety of accommodations and assessments allows IEP teams a range of tools by which to understand and maximize student ability. Progress monitoring along the way adds an extra and powerful tool for continually checking on student growth and adjusting instruction to match student need. Carefully selecting accommodations to address student strengths, challenges, and experiences means that students with disabilities have the supports they need to access classroom instruction and then demonstrate what they've learned. Investigating and providing strategies such as accommodations that support student success can have obviously beneficial results for students—which is reason enough to provide them, plus it’s the law—but they can be beneficial for our schools as well. Schools and educational systems as a whole are accountable for the results they achieve and must demonstrate that their students are learning. As Dr. Lynn Boyer sees it, “You really try with all these options – including accommodations – that allow children to demonstrate what they know to not only get more accurate test scores but also to help the children to learn." Providing students with disabilities with the equipment necessary to succeed in the classroom and show their knowledge and skills in a regular assessment format means that they are truly included in the world of education.
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Educating one and all: Students with disabilities and standards-based reform. Washington, DC: National Academies Press. McKevitt, B. C. (2000, June). The use and effects of testing accommodations on math and science performance assessments. Paper presented at the annual meeting of the Council of Chief State School Officers, Snowbird, UT. McKevitt, B. C., & Elliott, S. N. (2001). The effects and consequences of using testing accommodations on a standardized reading test. Madison, WI: University of Wisconsin. National Center on Student Progress Monitoring. (n.d.). Common questions for progress monitoring. Washington, DC: Author. Retrieved September 2, 2006, from http://www.studentprogress.org/progresmon.asp Pitoniak, M. J., & Royer, J. M. (2001). Testing accommodations for examinees with disabilities: A review of psychometric, legal, and social policy issues. Review of Educational Research, 71, 53-104. Quenemoen, R., Thurlow, M. L., Moen, R., Thompson, S., & Blount Morse, A. (2004). Progress monitoring in an inclusive standards-based assessment and accountability system (NCEO Synthesis Report 53). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved September 2, 2006, from http://education.umn.edu/NCEO/OnlinePubs/Synthesis53.html Schulte, A. G., Elliott, S. N., & Kratochwill, T. R. (2001). Experimental analysis of the effects of testing accommodations on students' standardized achievement test scores. School Psychology Review, 30(4), 527-547. Shriner, J. G., & Destefano, L. (2003). Participation and accommodation in state assessment: The role of individualized education programs. Exceptional Children, 69(2), 147-161. Sireci S. G., Li, S., & Scarpati, S. (2003). The effects of test accommodation on test performance: A review of the literature (Center for Educational Assessment Research Report No. 485). Amherst, MA: University of Massachusetts Amherst, Center for Educational Assessment. 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and using accommodations: IEP team considerations. Lawrence,
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2, 2006, from http://www.specialconnections.ku.edu/cgibin/cgiwrap/specconn/ Special Connections. (2005b). Presentation assessment accommodations. Lawrence, KS: Special Connections, University of Kansas. Retrieved September 2, 2006, from http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=assessment§ion =main&subsection=testaccomm/presentation Special Connections. (2005c). Response assessment accommodations. Lawrence, KS: Special Connections, University of Kansas. Retrieved September 2, 2006, from http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=assessment§ion =main&subsection=testaccomm/response Special Connections. (2005d). Setting assessment accommodations. Lawrence, KS: Special Connections, University of Kansas. Retrieved September 2, 2006, from http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=assessment§ion =main&subsection=testaccomm/setting Special Connections. (2005e). Timing/scheduling assessment accommodations. Lawrence, KS: Special Connections, University of Kansas. Retrieved September 2, 2006, from http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=assessment§ion =main&subsection=testaccomm/timing Thompson, S., Blount, A., & Thurlow, M. (2002). A summary of research on the effects of test accommodations: 1999 through 2001 (Tech. Rep. 34). Minneapolis: University of Minnesota, National Center on Educational Outcomes. Retrieved March 28, 2003, from http://education.umn.edu/NCEO/OnlinePubs/Technical34.htm Thurlow, M. L., Thompson, S. J., Walz, L., & Shin, H. (2001). Student perspectives on using accommodations during statewide testing. University of Minnesota, National Center on Educational Outcomes. (ERIC Document Reproduction Service No. ED474766) Thurlow, M., & Wiener, D. (2000). Non-approved accommodations: Recommendations for use and reporting (Policy Directions No. 11). University of Minnesota, National Center on Educational Outcomes. Retrieved September 6, 2007, from http://education.umn.edu/NCEO/OnlinePubs/Policy11.htm Tindal, G., & Fuchs, L. (1999). A summary of research on testing accommodations: What we know so far. Lexington, KY: Mid-South Regional Resource Center. Tindal, G., & Fuchs, L. (2000). A summary of research on test changes: An empirical basis for defining accommodations. Lexington, KY: Mid-South Regional Resource Center. Tindal, G., Heath, B., Hollenbeck, K., Almond, P., & Harniss, M. (1998). Accommodating students with disabilities on large-scale tests: An experimental study. Exceptional Children, 64, 439-450. Ysseldyke, J., Nelson, J. R., Christenson, S., Johnson, D. R., Dennison, A., Triezenberg, H., Sharpe, M., & Hawes, M. (2004). What we know and need to know about the consequences of high-stakes testing for students with disabilities. Exceptional Children. 71(1), 75-95. Zuriff, G. E. (2000). Extra examination time for students with learning disabilities: An examination of the maximum potential thesis. Applied Measurement in Education, 13, 99-117. ------------------------------------------------- Assessment and Accommodations:
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