Testing Accommodations Research and Decision Making: The Case of “Good” Scores Being Highly Valued but Difficult to Achieve for All Students

Stephen N. Elliott Stephen N. Elliott, Department of Educational Psychology and Wisconsin Center for Education Research, University of Wisconsin—Madison.Correspondence[email protected]

Brian C. McKevitt Brian C. McKevitt, Heartland Area Education Agency 11, Johnston, Iowa.

Ryan J. Kettler Ryan J. Kettler, Department of Educational Psychology, University of Wisconsin—Madison.

Abstract

The authors review both (a) definitional and legal issues associated with testing accommodations and (b) validity issues that confront educators who must make decisions about the use and likely effects of testing accommodations, and they summarize the results of 4 experimental studies they have conducted that examine the statistical effects of accommodations on test scores of students with and without disabilities.

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Testing Accommodations Research and Decision Making: The Case of “Good” Scores Being Highly Valued but Difficult to Achieve for All Students

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Testing Accommodations Research and Decision Making: The Case of “Good” Scores Being Highly Valued but Difficult to Achieve for All Students

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