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Evaluation of a Condition-Adaptive Test of Reading Comprehension for Students With Reading-Based Learning Disabilities MST

Author(s):
Stone, Elizabeth; Cook, Linda L.; Laitusis, Cara
Publication Year:
2013
Report Number:
RR-13-20
Source:
ETS Research Report
Document Type:
Report
Page Count:
35
Subject/Key Words:
Accessibility (For Disabled), Condition-Adaptive Test, Multistage Testing (MST), Reading Comprehension, Reading Aloud to Others, Learning Disabilities, Testing Accommodations, Routing Accuracy, Routing Test

Abstract

This design allowed for componentwise measurement of reading proficiency at the 2nd stage with the goal of creating an accessible tailored test that would provide more comparable accommodated and nonaccommodated test scores for possible use for accountability. Overall, student perceptions differed depending on which 2nd-stage test was taken, but most students indicated that they tried as hard on this field test as they did on other tests, and many expressed a preference for the read-aloud accommodation. We found that routing test length was more strongly correlated with 2nd-stage test performance for the higher performing RLD students, that relatively similar routing decisions could be made using a shorter routing test made up of a smaller subset of the available passages, and that the percentage of students routed into each 2nd-stage test was sensitive to perturbations of the cut score.

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