Testing Accommodations

1. Testing Accommodations A look at how these techniques for enhancing access are Currently a research focus

2. Resource Information for this PowerPoint originates from the following study: A Longitudinal Analysis of State Accommodations Policies: Twelve Years of Change, 1993—2005 Sheryl S. Lazarus, Martha L. Thurlow, Kathryn E. Lail and Laurene Christensen J Spec Educ 2009; 43; 67 originally published online May 12, 2008

3. Analogy for Consideration Classroom accommodations: testing accommodations:: Differentiated instruction: ________________________

4. Questions for Consideration How is the new scrutiny of testing accommodations and test validity affecting special education students? What is the process for ascertaining what accommodations will be allowed on EOC tests? ACT’s ? Are there implications for our profession’s parameters?

5. Assessment Concerns Back Then From Educational and Psychological Assessment of Exceptional Children: theories, strategies and applications. (1982) Swanson and Watson • Tests are biased against individuals with unique cognitive, linguistic and affective learning styles. • Testing practices foster undemocratic attitudes by their use to form homogeneous groups. • Testing practices foster self-fulfilling prophecy that may ensure low-level achievement for children. • Tests represent an invasion of privacy. • Test measurements rigidly shape school programming and limit innovation. • Tests and testing practices foster a notion of children having a fixed entity or ability.

6. Dictionary Definitions ac·com·mo·da·tion  (-km-dshn) n. 1. The act of accommodating or the state of being accommodated; adjustment. 2. Something that meets a need; a convenience. 3. accommodationsa. Room and board; lodgings. b. A seat, compartment, or room on a public vehicle. 4. Reconciliation or settlement of opposing views. 5. Physiology The automatic adjustment in the focal length of the lens of the eye to permit retinal focus of images of objects at varying distances. 6. A financial favor, such as a loan

7. Accommodations Borrowed from Americans with Disability Act (1989) II and III and Section 504 is any change or adjustment to a job or work environment that permits a qualified applicant or employee with a disability to participate in the job application process, to perform the essential functions of a job, or to enjoy benefits and privileges of employment equal to those enjoyed by employees without disabilities.

8. Accommodations in Testing Accommodations are defined as “tools and procedures that provide equitable instructional and assessment access for students with disabilities” (Thurlow et al., 2006, pp. 657–658). Accommodations do not change the construct being measured and are based on individual need. Changes that may affect the construct being measured are often called modifications, nonstandard accommodations, or nonallowed accommodations.

9. Classroom Accommodations Research In the course of completing a Googlescholar search, the current focus of research and evaluation appears based on the self-advocacy movement. Another focus is the accommodations, outcomes and accountability. Much less research appears to be in progress currently for classroom accommodations’ effectiveness in comparison to testing accommodations’ validity.

10. Testing Accommodation Moves toward Increasing Accountability, from “Process” to “Outcomes” Improving America’s Schools Act of 1994 supported Title I. 1997 Amendment to IDEA included special education students be included in state assessment and accountability. NCLB emphasis on accountability for all.

11. The Current Trend More special education students should be tested to increase accountability, and that raises the question of what accommodations are appropriate. NCLB also clarified the linkage between assessments and accountability. IDEA 2004 focused upon alignment with NCLB requirements.

12. For example, the April 9, 2007, regulations on alternate assessments based on modified achievement standards indicate that states must: “Develop, disseminate information on, and promote the use of appropriate accommodations to increase the number of students with disabilities who are tested against academic achievement standards for the grade in which a student is enrolled” (Sec. 200.6(a) (1) (ii) (A)). The preamble to this regulation also indicates that “decisions about whether a particular accommodation is or is not allowed depend on how a test is constructed and validated” (U.S. Department of Education, 2007).

13. Research Opportunities Accommodations are supposed to improve the validity of assessment results for students with disabilities. The problem is that the accommodations may potentially affect the content validity of an assessment.

14. National Center on Educational Outcomes Number of Studies on Effect of Testing Accommodations 1990-1992 11 1993-1995 18 Reauthorization of IDEA 1996-1998 29 1999-2001 46 2002-2004 49

15. Most Frequently Allowed Accommodations across States:1993-2005 • Braille • Large print • Individually administered • Small group

16. Least Likely to Be Allowed across States Read aloud Sign/interpret questions Spell checker Extended time Over multiple days

17. Results of the Studies The purpose of using assessment accommodations has evolved from mere participation of students with disabilities to more valid measurement of student acquisitions. State accommodations polices are now more focused and detailed than in the past. Some accommodations, such as extended time, are now often seen as good testing practice. The use of technology is more accepted today than in the 1990s.

18. Meta-analysis showed no clear findings about which accommodations maintain test validity. Since no clear conclusions could be drawn with implications for state policy, a new notion arose. A central theme running through all the more recent studies is that of Universal Design: test developers consider all students from the outset in the design of tests as a way of reducing the accommodations necessary.

19. Universal Design Universally designed assessments may reduce the need for accommodations. Both NCLB and IDEA 2004 require that large-scale assessments be based on universal design principles to the extent feasible. (Johnstone, Altman, & Thurlow, 2006) In the future, high-quality, universally designed assessments have the potential to improve the reliability and validity of assessments for all students, including students with disabilities.

20. Universal Design Thompson, Johnstone, and Thurlow (2002) and Thurlow et al. (2006) assert that universally designed assessments should have the following characteristics: • precisely defined constructs • accessible, nonbiased items • simple, clear, and intuitive instructions and procedures • maximum readability and comprehensibility • maximum legibility.