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Recent Disability Research Publications

Below you will find the latest research publications from ETS on assessing people with disabilities.

2014

  • Is Value-Added Accurate for Teachers of Students with Disabilities?
    D. F. McCaffrey & H. Buzick (2014)
    Carnegie Knowledge Network

    This article examines the challenges of using value-added to evaluate teachers of students with disabilities. The researchers explore the limited empirical research on the potential for systematic errors in value-added for these teachers. They also consider the comparability of value-added for special education teachers and the value-added for other teachers. View the full abstract or download this report.

2013

  • Including Students With Disabilities and English Learners in Measures of Educator Effectiveness
    N. D. Jones, H. M. Buzick, & S. Turkan (2013)
    Educational Researcher, Vol. 42, No. 4, pp. 234-241

    This article describes some of the challenges of evaluating teachers of students with disabilities and English learners. The study focuses on two prominent indicators of teaching quality — classroom observations and value-added scores. View the full abstract or download this study.

  • Evaluation of a Condition-Adaptive Test of Reading Comprehension for Students with Reading-Based Learning Disabilities (2013)
    E. Stone, L. Cook, & C. C. Laitusis
    ETS Research Report RR-13-20

    This paper presents secondary analyses on a two-stage test of reading comprehension for students with reading-based learning disabilities. This may be of benefit to many students with disabilities, for whom it has been suggested that state tests do not appropriately measure proficiency. View the full abstract or download this report.

2012

  • Designing Accessible Technology-Enabled Reading Assessments: Recommendations from Teachers of Students with Visual Impairments
    E. G. Hansen, C. C. Laitusis, L. Frankel, & T. King (2012)
    Journal of Blindness Innovation and Research, Vol. 2, No. 2

    This report provides a summary of a focus group with teachers of the visually impaired on both the challenges and potential solutions for making technology-enhanced test items accessible for students with visual disabilities. View the full abstract or download this report.

  • Technology Enhanced Assessments in Mathematics and Beyond: Strengths, Challenges, and Future Directions (2012)
    G.A. Cayton-Hodges, E. Marquez, M. Keehner, C. C. Laitusis, P. van Rijn, D. Zapata-Rivera, M. I. Bauer, & M. T. Hakkinen
    Paper in Invitational Research Symposium on Technology-Enhanced Assessment

    Drawing on CBAL mathematics prototype tasks, the paper addresses challenges and opportunities presented by technology-enhanced assessments (TEAs) to make them accessible to all students. View the full abstract or order this report from the publisher.

  • Literature Review of Testing Accommodations and Accessibility Tools for Students with Disabilities
    C. C. Laitusis, H. M. Buzick, E. Stone, E. G. Hansen, & M. T. Hakkinen (2012)
    Accommodations and Accessibility Tools. Commissioned Report for the Smarter Balanced Assessment Consortium. View the literature review.

    This publication contains a summary of research on testing accommodations including audio presentation, signing, refreshable braille, writing tools and others.

2011

  • Adaptive Testing Options for Accountability Assessments
    C. C. Laitusis, L. L. Cook, H. M. Buzick, & E. A. Stone (2011)
    Chapter in M. Russell & M. Kavanaugh (Editors), Assessing Students in the Margin: Challenges, Strategies, and Techniques. Information Age Publishing

    This book chapter provides an overview of the implications of using a linear test format when measuring adequate yearly progress for certain students with disabilities; discusses the advantages and disadvantages of adaptive testing, particularly for students with disabilities; and provides an overview of testing options being explored and implemented.
    View the full abstract or order this report from the publisher.

2010

  • Using Growth for Accountability: Measurement Challenges for Students With Disabilities and Recommendations for Research
    H. M. Buzick & C. C. Laitusis (2010)
    Educational Researcher, Vol. 39, pp. 537–544

    This article describes some of the challenges of measuring and modeling growth for students with disabilities. View the full abstract or order this report from the publisher. Read a synopsis of this and a related report in Issue 4 of ETS Research Spotlight.

  • A Summary of Models and Standards-Based Applications for Grade-to-Grade Growth on Statewide Assessments and Implications for Students with Disabilities
    H. M. Buzick & C. C. Laitusis (2010)
    ETS Research Report RR-10-14

    This paper summarizes models and approaches that use individual student test scores from multiple years to determine adequate yearly progress, conduct research on individual growth trajectories, and evaluate the contributions that teachers and schools make to student learning. View the full abstract or download this report. Read a synopsis of this and a related report in Issue 4 of ETS Research Spotlight.

  • An Assessment-for-Learning System in Mathematics for Individuals with Visual Impairments
    E. G. Hansen, V. J. Shute, & S. Landau (2010)
    Journal of Visual Impairment and Blindness, Vol. 104, No. 5, pp. 275–286

    In this study, researchers examined the usability of an assessment-for-learning system that provides people with visual impairments with audio-tactile graphics for algebra content. View the full abstract or order this report from the publisher.

  • Using Differential Item Functioning to Investigate the Impact of Testing Accommodations on an English-Language Arts Assessment for Students who are Blind or Visually Impaired
    E. Stone, L. Cook, C. C. Laitusis, & F. Cline (2010)
    Applied Measurement in Education, Vol. 23, No. 2

    In this validity study, researchers used differential item functioning to examine the results of large-scale, state standards-based English language arts assessments at grades 4 and 8. The studied groups included students without disabilities taking the standard version of the test and students who were blind or visually impaired taking a braille or large-print version. View the full abstract or order this report from the publisher.

  • Using Factor Analysis to Investigate Accommodations Used by Students with Disabilities on an English-Language Arts Assessment
    L. Cook, D. Eignor, Y. Sawaki, J. Steinberg, & F. Cline (2010)
    Applied Measurement in Education, Vol. 23, No. 2

    This study compared the underlying factors measured by a state standards-based Grade 4 English-language arts assessment given to several groups of students. View the full abstract or order this report from the publisher.

  • Examining the Impact of Audio Presentation on Tests of Reading Comprehension
    C. C. Laitusis (2010)
    Applied Measurement in Education, Vol. 23, No. 2, pp. 153-167

    This study examined the impact of a read-aloud accommodation on standardized test scores of reading comprehension at grades 4 and 8. View the full abstract or order this report from the publisher.

2009

  • Examining the Validity and Fairness of a State Standards-Based Assessment of English-Language Arts for Deaf or Hard of Hearing Students
    J. Steinberg, F. Cline, G. Ling, L. Cook, & N. Tognatta (2009)
    Journal of Applied Testing Technology, Vol. 10, No. 2

    This study examines the appropriateness of a large-scale state standards-based English-Language Arts (ELA) assessment for students who are deaf or hard of hearing. View the full abstract or download this report from the publisher.

  • Using Factor Analysis to Investigate the Impact of Accommodations on the Scores of Students with Disabilities on a Reading Comprehension Assessment
    L. Cook, D. Eignor, J. Steinberg, Y. Sawaki, & F. Cline (2009)
    Journal of Applied Testing Technology, Vol. 10, No. 2

    The purpose of this study was to investigate the impact of a read-aloud test change administered with the Gates-MacGinitie Reading Test (GMRT) on the underlying constructs measured by the Comprehension subtest. View the full abstract or download this report from the publisher.

  • Differential Item Functioning Comparisons on a Performance-Based Alternate Assessment for Students with Severe Cognitive Impairments, Autism and Orthopedic Impairments
    C. C. Laitusis, B. Maneckshana, L. Monfils, & L. Ahlgrim-Delzell (2009)
    Journal of Applied Testing Technology, Vol. 10, No. 2

    This study examined Differential Item Functioning by disability groups on an on-demand performance assessment for students with severe cognitive impairments. View the full abstract or download this report from the publisher.

2007–2008

  • Evidence-Centered Assessment Design for Reasoning About Accommodations for Individuals With Disabilities in NAEP Reading and Mathematics
    E. G. Hansen, R. J. Mislevy, & L. S. Steinberg (2008)
    ETS Research Report RR-08-38

    This study describes recent extension of evidence-centered assessment design for reasoning about the impact of accommodations and other accessibility features (e.g., universal design features) on the validity of assessment results, using examples from the National Assessment of Educational Progress. View the full abstract or order this report.

  • Large-Scale Assessment and Accommodations: What Works?
    C. C. Laitusis & L. Cook (Eds.) (2007)
    Arlington, VA: Council for Exceptional Children

    This book summarizes recent information on policies, practices, and research for accommodations in large-scale testing in grades K–12 and beyond. More than 25 leading researchers and practitioners contributed chapters. Read the full description or order this book from the publisher.