Helping Students Select and Use Test Accommodations

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Helping Students Select and Use Test
Accommodations
Martha L. Thurlow Sandy Thompson University of
Minnesota
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Topics

• Overview
• Policies
• Research
• Practical Resources for IEP Teams

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Purposes of Assessments
Eligibility Assessments
Classroom Tests Daily Progress
Large-Scale Assessments
Districtwide Statewide Accountability
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Ways to Participate in Assessments

• Same way as other students.
• With accommodations
• In an Alternate Assessment

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Accommodations
Accommodations are changes in assessment
materials or procedures that allow the students
knowledge and skills to be assessed rather than
the students disability.
Accommodations provide students with disabilities
access to assessments, so that more can
participate.
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Types of Accommodations
Scheduling
Other
Specific time of day
Test preparation
Subtests in different order
Out-of-level
Across multiple days
Motivational cues
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Assessment Accommodation Policies
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Accommodations The National Picture

• Accommodations use is on the rise.
• About 50 of students with learning disabilities
  receive an accommodation during testing.
• Evidence from experimental studies indicates that
  some accommodations boost performance.
• Most common accommodations are
• Small group administration
• Read-aloud
• Extended time

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Study Procedures
NCEO
Collected policies through Sept 2001
Update of previous analyses

• Requested newest policy from all 50 states
• Completed grids for all states and all
  accommodations (with notations)
• Sent data to state for verification
• Made changes only with written documentation

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Accommodation Terminology
Distinctions between okay and not okay
accommodations are usually evident in terms used
in policies
States with different terms 37 States with single
term 13
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Terms Used to Indicate Not Okay Testing Changes
Modification 17 states Non-Standard 7
states Not Allowed 5 states Not Permitted 3
states Not Aggregatable 2 states Non Valid/Impact
Score 1 state each
One state uses this term for okaytest change
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Eligible Groups
Besides IEP, 504, and ELLs
All for All Students
Some for All Students
All for Some Students
Colorado Kansas Oregon Rhode Island Wyoming
Minnesota Washington
New York
All Under Special Circumstances
Kentucky Maryland Mississippi Maine Massachusetts
North Dakota
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Presentation Equipment Response Scheduling/Timing
Setting
60 of states
A better look at the accommodation policies of
states
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Accommodations Most Often Allowed (With Without
Restrictions)
Presentation Accommodations
Number of States Allowing Without With Large
Print 46 3 Braille 35 14 Read
Aloud 5 41 Sign Language Interpretation 37 8
Read/Re-read/Clarify Directions 29 10
One state prohibits use
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Accommodations Most Often Allowed (With Without
Restrictions)
Equipment Accommodations
Number of States Allowing Without With Magnificat
ion 40 0 Amplification 34 0 Light/Acoustics 3
2 0 Calculator 14 23 Templates/Graph
Paper 32 0
One state prohibits use
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Accommodations Most Often Allowed (With Without
Restrictions)
Response Accommodations
Number of States Allowing Without With Proctor/Sc
ribe 31 17 Write in Test Booklet
37 2 Computer or Machine 30 9 Communication
Device 27 8
One state prohibits use
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Accommodations Most Often Allowed (With Without
Restrictions)
Scheduling/Timing Accommodations
Number of States Allowing Without With Extended
Time 26 16 With Breaks 33 10 Time Beneficial
to Student 35 0 Multiple Session 31 2
Three states prohibit use
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Accommodations Most Often Allowed (With Without
Restrictions)
Setting Accommodations
Number of States Allowing Without With Individual
Administration 46 1 Small Group
Administration 46 2 Separate Room 36 0 Carrel
32 0 Seat Location/Proximity 31 0
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Prohibited Accommodations
Top Five of States Spell Checker/Assistance 1
1 Extended Time 3 Audio/Video
Cassette 2 Over Multiple Days 2 Others 1
Others include Read Aloud Re-read, Clarify
Directions Calculator Abacus Computer Student
s Home
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Generalizations
Accommodation Policies

• Few states completely prohibit accommodations
• Policies are really complex, with clarifications
  about type of test, specific skills assessed, and
  certain student characteristics

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Assessment Accommodation Research
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Summary of Research on the Effects of Test
Accommodations

• 1999 through 2001
• 46 Research Studies
• Most Studied State Tests in Math and Reading
• Presentation Accommodations Studied Most Often

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Accommodations that showed a positive effect on
student test scores across at least 4 studies

• Computer administration
• Oral presentation
• Extended time

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Limitations

• Unknown variations among students included in
  study
• Sample size too small for adequate statistical
  support
• Nonstandard administration of accommodations
  across proctors and schools

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Recommendations

• Clear definition of the constructs tested
• Greater clarity in accommodations needed by
  individual students
• Desirability and perceived usefulness of
  accommodations by students themselves END USERS
• Consider Universal Design

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Practical Resources for IEP Teams
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IEP Teams
Responsible for Helping Students Select and Use
Assessment Accommodations
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Good Accommodations Decisions

• Start with good instructional decisions
• Systematic questions about accommodations for
  individual students
• Collection of data to aid decision making

What helps student learn or perform better? What
has student or parents told you? What gets in the
way of the student showing skills? What has the
student been taught to use?
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Accommodations Decisionmaking

• Accommodations should be provided for the
  assessment when they are routinely provided
  during classroom instruction.
• No accommodation should be provided for the first
  time on the day of the test.
• No accommodation should be used to provide unfair
  advantage.
• Use of systematic questions to determine
  accommodations.

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Accommodations Decisionmaking

• What makes an accommodation OK?
• Consider
• The purpose of the assessment
• The skills being measured
• The individual students needs

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Recommendations for IEP Teams

• Develop a process for making decisions about
  accommodation use
• Choose accommodations based on individual student
  needs and preferences
• Teach students to use selected accommodations
  routinely in the classroom, at home, and in the
  community evaluate effectiveness

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Recommendations for IEP Teams

• Know state/district accommodations policies
• Students should use selected accommodations on
  practice tests
• Make sure test administrators know about
  accommodations a student will use
• Record accommodations use accurately on test
  booklet (or other form)

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Universally designed assessments

• are designed from the beginning to be accessible
  and valid for the widest range of students
• provide optimal, standard assessment conditions
  for the widest range of students

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OFFICIAL BALLOT, PALM BEACH COUNTY, FLORIDA
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Caution
While accommodations and universally designed
assessments can make tests more equitable,
producing more valid results, they cannot replace
instructional opportunity!
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NCEO Resources
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