Investigating the Effects of Test Accommodations with Process Data for English Learners in a Mathematics Assessment

ABSTRACT

Implementing a randomized controlled trial design, the present study investigated the effects of two types of accommodations, linguistic modification and a glossary, for English learners (ELs) taking a computer-based mathematics assessment. Process data including response time and clicks on glossary words were also examined to better interpret students’ interaction with the accommodations in the testing conditions. Regression and ANOVA analyses were performed with data from 513 students (189 ELs and 324 non-ELs) in Grade 9. No statistically significant accommodation effects were detected in this study. Process data revealed possible explanations (i.e., student engagement and glossary usage) for the nonsignificant results. Implications for future research on test accommodations for EL students are discussed.

Acknowledgments

The research reported here was supported in part by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A130223 to Regents of the University of California and Educational Testing Service. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Institute for Education Sciences (IES) [R305A130223].