Students with Disabilities
Valid and reliable measurement of students with disabilities requires special consideration during test development and administration.
Valid and reliable measurement of students with disabilities requires special consideration during test development and administration. The principles of Universal Design support the development of assessments that are accessible to all students. Research in the use of accommodations during test administration is intended to support the validity of inferences based on test results. Federal policy requiring states to assess all students and to report the disaggregated results of students with disabilities motivated an increase in research conducted in this area, which in turn has improved skills measurement for students with disabilities.
This study uses residuals analysis to explore the comparability of test scores for students who take a test with an accommodation and those who do not. The measurement model functions in a similar model for both accommodated and non-accommodated students, as demonstrated using this analysis.
CTB/McGraw-Hill understands the need to include all students in large-scale testing programs as part of the educational process.
We provide information that serves as a starting point and as a continuing reference for school board members, educators, and policy leaders for guidance.