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Evidence-Centered Assessment Design for Reasoning About Accommodations for Individuals With Disabilities in NAEP Reading and Mathematics

Author(s):
Hansen, Eric G.; Mislevy, Robert J.; Steinberg, Linda S.
Publication Year:
2008
Report Number:
RR-08-38
Source:
ETS Research Report
Document Type:
Report
Page Count:
141
Subject/Key Words:
Assessing People with Disabilities Assessment Design Evidence Centered Design (ECD) Mathematics National Assessment of Educational Progress (NAEP) Reading Students with Disabilities Test Accommodations Validity

Abstract

Accommodations play a key role in enabling individuals with disabilities to participate in the National Assessment of Educational Progress (NAEP) and other large-scale assessments. However, it can be difficult to know how accommodations affect the validity of results, thus making it difficult to determine which accommodations should be allowed. This study describes recent extension of evidence-centered assessment design (ECD) 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 NAEP reading and mathematics. The study found that the ECD-based techniques were useful in analyzing the effects of accommodations and other accessibility features on validity. Such design capabilities may increase assessment designers’ capacity to employ accessibility features without undermining validity.

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