Handbook of Accessible Achievement Tests for All Students

by Elliott, Stephen N.; Kettler, Ryan J.; Beddow, Peter A.; Kurz, Alexander

• ISBN13: 9781441993557
• ISBN10: 144199355X
• Format: Hardcover
• Copyright: 2011-05-12
• Publisher: Springer Verlag

Summary

The Handbook of Accessible Achievement Tests for All Students: Bridging the Gaps Between Research, Practice, and Policy presents a wealth of evidence-based solutions designed to move the assessment field beyond #xE2;#xAC;Suniversal#xE2;#xAC; standards and policies toward practices that enhance learning and testing outcomes. Drawing on an extensive research and theoretical base as well as emerging areas of interest, the volume focuses on major policy concerns, instructional considerations, and test design issues, including:The IEP team#xE2;#xAC;"s role in sound assessment.The relationships among opportunity to learn, assessment, and learning outcomes.Innovations in computerized testing and the #xE2;#xAC;S6D#xE2;#xAC; framework for standard setting.Legal issues in the assessment of special populations.Guidelines for linguistically accessible assessments.Evidence-based methods for making item modifications that increase the validity of inferences from test scores.Strategies for writing clearer test items.Methods for including student input in assessment design.Suggestions for better measurement and tests that are more inclusive.This Handbook is an essential reference for researchers, practitioners, and graduate students in education and allied disciplines, including child and school psychology, social work, special education, learning and measurement, and education policy.

Table of Contents

Creating Access to Instruction and Tests of Achievement: Challenges and Solutions	p. 1
Government Policies and Legal Considerations
U.S. Policies Supporting Inclusive Assessments for Students with Disabilities	p. 19
U.S. Legal Issues in Educational Testing of Special Populations	p. 33
IEP Team Decision-Making for More Inclusive Assessments: Policies, Percentages, and Personal Decisions	p. 69
Australian Policies to Support Inclusive Assessments	p. 83
Classroom Connections
Access to What Should Be Taught and Will Be Tested: Students' Opportunity to Learn the Intended Curriculum	p. 99
Instructional Adaptations: Accommodations and Modifications That Support Accessible Instruction	p. 131
Test-Taking Skills and Their Impact on Accessibility for All Students	p. 147
Test Design and Innovative Practices
Accessibility Theory: Guiding the Science and Practice of Test Item Design with the Test-Taker in Mind	p. 163
Validity Evidence for Making Decisions About Accommodated and Modified Large-Scale Tests	p. 183
Item-Writing Practice and Evidence	p. 201
Language Issues in the Design of Accessible Items	p. 217
Effects of Modification Packages to Improve Test and Item Accessibility: Less Is More	p. 231
Including Student Voices in the Design of More Inclusive Assessments	p. 243
Computerized Tests Sensitive to Individual Needs	p. 255
The 6D Framework: A Validity Framework for Defining Proficient Performance and Setting Cut Scores for Accessible Tests	p. 275
Conclusions
Implementing Modified Achievement Tests: Questions, Challenges, Pretending, and Potential Negative Consequences	p. 295
Accessible Tests of Student Achievement: Access and Innovations for Excellence	p. 319
Subject Index	p. 329
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