Handbook of Accessible Achievement Tests for All Students: Bridging the Gaps Between Research, Practice, and Policy

342 Pages·2011·4.159 MB·English

by  Stephen N. Elliott, Peter A. Beddow (auth.), Stephen N. Elliott, Ryan J. Kettler, Peter A. Beddow, Alexander Kurz (eds.)

Handbook of Accessible Achievement
Tests for All Students
· ·
Stephen N. Elliott Ryan J. Kettler
·
Peter A. Beddow Alexander Kurz
Editors
Handbook
of Accessible
Achievement Tests
for All Students
Bridging the Gaps Between
Research, Practice, and Policy
123
Editors
StephenN.Elliott RyanJ.Kettler
LearningSciencesInstitute DepartmentofSpecialEducation
ArizonaStateUniversity VanderbiltUniversity
Tempe,AZ,USA Nashville,TN,USA
[email protected] [email protected]
PeterA.Beddow AlexanderKurz
DepartmentofSpecialEducation DepartmentofSpecialEducation
VanderbiltUniversity VanderbiltUniversity
Nashville,TN,USA Nashville,TN,USA
[email protected] [email protected]
ISBN978-1-4419-9355-7 e-ISBN978-1-4419-9356-4
DOI10.1007/978-1-4419-9356-4
SpringerNewYorkDordrechtHeidelbergLondon
LibraryofCongressControlNumber:2011925233
©SpringerScience+BusinessMedia,LLC2011
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Printedonacid-freepaper
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IdedicatethisbooktostateassessmentleaderslikeSandra
Berndt,ElizabethCompton,LeolaSueoka,andDawnMcGrath
whohavededicatedtheircareerstosupportingteachersand
makingsureallstudentshaveaccesstoquality instructionand
meaningfulassessments.Withoutthemandcolleagueslikethem
inotherstates,thisbookwouldbeirrelevant.Withthem,there
ishope.
-Steve
IdedicatethisbooktoKellyandAustin,whoarealways
supportiveofmycareer.
-Ryan
SpecialthankstoDarinGordon,whoshowedmethewayoutof
themire,andtoAustinCagle,whohelpedsetmyfeetonthe
rock.
-Peter
WirstehenamAnfang.DerDankhierfürgehtanMaria,
Heinrich,Rebecca,Gavin,ZacharyundDoktorvaterSteve.
Togetherwecantrytoturnthetide.
-Alex
Preface
Forseveraldecades,theconceptofaccesshasbeenemphasizedbyeducators,
researchers, and policy makers in reference to the critical need for educa-
tional equity for all students. Recently, the term accessibility has been used
to describe the degree to which achievement tests permit the full range of
test-takerstodemonstratewhattheyknowandcando,regardlessofdisability
statusorotherindividualcharacteristics.Thishandbookcontainstheperspec-
tivesofexpertsinpolicy,research,andpracticewhosharethecommongoal
ofdefiningandoperationalizingaccessibilitytoadvancethedevelopmentand
useofteststhatyieldvalidinferencesaboutachievementforallstudents.
Tempe,Arizona StephenN.Elliott
Nashville,Tennessee RyanJ.Kettler
Nashville,Tennessee PeterA.Beddow
Nashville,Tennessee AlexanderKurz
vii
Contents
1 Creating Access to Instruction and Tests
ofAchievement:ChallengesandSolutions . . . . . . . . . . . 1
StephenN.Elliott,PeterA.Beddow,AlexanderKurz,
andRyanJ.Kettler
PartI GovernmentPoliciesandLegalConsiderations
2 U.S. Policies Supporting Inclusive Assessments
forStudentswithDisabilities . . . . . . . . . . . . . . . . . . 19
SusanC.Weigert
3 U.S.LegalIssuesinEducationalTestingofSpecialPopulations 33
S.E.Phillips
4 IEP Team Decision-Making for More Inclusive
Assessments:Policies,Percentages,andPersonalDecisions . . 69
NaomiZigmond,AmandaKloo,andChristopherJ.Lemons
5 AustralianPoliciestoSupportInclusiveAssessments . . . . . 83
MichaelDaviesandIanDempsey
PartII ClassroomConnections
6 Access to What Should Be Taught and Will Be
Tested:Students’OpportunitytoLearntheIntended
Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
AlexanderKurz
7 InstructionalAdaptations:Accommodationsand
ModificationsThatSupportAccessibleInstruction . . . . . . 131
LeanneR.Ketterlin-GellerandElisaM.Jamgochian
8 Test-TakingSkillsandTheirImpactonAccessibility
forAllStudents . . . . . . . . . . . . . . . . . . . . . . . . . . 147
RyanJ.Kettler,JefferyP.Braden,andPeterA.Beddow
ix
x Contents
PartIII TestDesignandInnovativePractices
9 Accessibility Theory: Guiding the Science and
PracticeofTestItemDesignwiththeTest-TakerinMind . . . 163
PeterA.Beddow,AlexanderKurz,andJenniferR.Frey
10 Validity Evidence for Making Decisions About
AccommodatedandModifiedLarge-ScaleTests . . . . . . . . 183
GeraldTindalandDanielAnderson
11 Item-WritingPracticeandEvidence . . . . . . . . . . . . . . 201
MichaelC.Rodriguez
12 LanguageIssuesintheDesignofAccessibleItems . . . . . . . 217
JamalAbedi
13 EffectsofModificationPackagestoImproveTest
andItemAccessibility:LessIsMore . . . . . . . . . . . . . . 231
RyanJ.Kettler
14 Including Student Voices in the Design of More
InclusiveAssessments . . . . . . . . . . . . . . . . . . . . . . 243
AndrewT.RoachandPeterA.Beddow
15 ComputerizedTestsSensitivetoIndividualNeeds . . . . . . . 255
MichaelRussell
16 The 6D Framework: A Validity Framework
for Defining Proficient Performance and Setting
CutScoresforAccessibleTests . . . . . . . . . . . . . . . . . 275
KarlaL.Egan,M.ChristinaSchneider,
andSteveFerrara
PartIV Conclusions
17 Implementing Modified Achievement Tests:
Questions,Challenges,Pretending,andPotential
NegativeConsequences . . . . . . . . . . . . . . . . . . . . . . 295
ChristopherJ.Lemons,AmandaKloo,
andNaomiZigmond
18 AccessibleTestsofStudent Achievement: Access
andInnovationsforExcellence . . . . . . . . . . . . . . . . . 319
StephenN.Elliott,RyanJ.Kettler,PeterA.Beddow,
andAlexanderKurz
SubjectIndex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329
Contributors
JamalAbedi GraduateSchoolofEducation,UniversityofCalifornia,
Davis,CA95616,USA,[email protected]
DanielAnderson UniversityofOregon,Eugene,OR97403,USA,
[email protected]
PeterA.Beddow DepartmentofSpecialEducation,PeabodyCollegeof
VanderbiltUniversity,Nashville,TN37067,USA,[email protected]
JefferyP.Braden CollegeofHumanitiesandSocialSciences,North
CarolinaStateUniversity,Raleigh,NC27695-8101,USA,
[email protected]
MichaelDavies SchoolofEducationandProfessionalStudies,Faculty
ofEducation,GriffithUniversity,Brisbane,QLD4122,Australia,
m.davies@griffith.edu.au
IanDempsey SchoolofEducation,UniversityofNewcastle,Callaghan,
NSW2308,Australia,[email protected]
KarlaL.Egan CTB/McGraw-Hill,Monterey,CA93940,USA,
[email protected]
StephenN.Elliott LearningSciencesInstitute,ArizonaStateUniversity,
Tempe,AZ85287,USA,[email protected]
SteveFerrara CTB/McGraw-Hill,Washington,DC20005,USA,
[email protected]
JenniferR.Frey PeabodyCollegeofVanderbiltUniversity,Nashville,
TN37067,USA,[email protected]
ElisaM.Jamgochian UniversityofOregon,Eugene,OR97403,USA,
[email protected]
RyanJ.Kettler DepartmentofSpecialEducation,PeabodyCollege
ofVanderbiltUniversity,Nashville,TN37067,USA,
[email protected]
LeanneR.Ketterlin-Geller SouthernMethodistUniversity,Dallas,
TX75252,USA,[email protected]
xi
xii Contributors
AmandaKloo DepartmentofInstructionandLearning,School
ofEducation,UniversityofPittsburgh,Pittsburgh,PA15260,USA,
[email protected]
AlexanderKurz DepartmentofSpecialEducation,PeabodyCollege
ofVanderbiltUniversity,Nashville,TN37067,USA,
[email protected]
ChristopherJ.Lemons UniversityofPittsburgh,Pittsburgh,PA15260,
USA,[email protected]
S.E.Phillips Consultant,Mesa,AZ85205,USA,[email protected]
AndrewT.Roach DepartmentofCounselingandPsychologicalServices,
GeorgiaStateUniversity,Atlanta,GA30302,USA,[email protected]
MichaelC.Rodriguez UniversityofMinnesota,Minneapolis,MN55455,
USA,[email protected]
MichaelRussell BostonCollege,ChestnutHill,MA,USA;Nimble
InnovationLab,MeasuredProgress,Newton,MA02458,USA,
[email protected]
M.ChristinaSchneider CTB/McGraw-Hill,Columbia,SC29205,USA,
[email protected]
GeraldTindal UniversityofOregon,Eugene,OR97403,USA,
[email protected]
SusanC.Weigert U.S.DepartmentofEducation,OfficeofSpecial
EducationPrograms,Alexandria,VA,USA,[email protected]
NaomiZigmond UniversityofPittsburgh,Pittsburgh,PA15260,USA,
[email protected]