Leveling the Field on Math and Science Tests for Students with Learning Disabilities R&D NCLB DIF
- Author(s):
- Stone, Elizabeth; Cook, Linda L.
- Publication Year:
- 2009
- Report Number:
- RDC-12
- Source:
- R&D Connections, n12, Dec 2009
- Document Type:
- Periodical
- Page Count:
- 10
- Subject/Key Words:
- Research & Development Division (R&D), Students with Disabilities, Nonstandard Administrations, Testing Accommodations, Mathematics, Science, Validity, No Child Left Behind Act (NCLB), Differential Item Functioning (DIF), Assessing People with Disabilities
Abstract
In K-12 education, state standards-based assessments lead to evaluations and comparisons at the school and state levels. Because these tests are used to hold schools accountable, their scores should be meaningful for all test takers. In this article — the 12th edition of R&D Connections — the authors describe some methods researchers use to investigate whether math and science tests will lead to fair and valid inferences about what students with learning disabilities know and can do. The article also briefly describes some accommodations that may allow these students to demonstrate their knowledge, skills, and abilities without unnecessary barriers.