B.+Research+Articles

 =Annotated Bibliography on Accessibility, Accommodations and Assessment=



**Elliott, J., Kratochwill, T.R., & McKevitt, B.C. (2001). Experimental analysis of the effects of testing accommodations on the scores of students with and without disabilities. //Journal of School Psychology, 39//(1), 3-24.**

Focuses on the use and effects of testing accommodations on the scores of fourth-grade students with disabilities on challenging mathematics and science performance assessment tasks. Results indicate that slightly more than 75% of the testing accommodation packages suggested by students' individual education plan teams had a moderate to large effect on their test scores.


 * Elliott, S.N., McKevitt, B.C., & Kettler, R.J. (2002). Testing accommodations research and decision making: The case of ‘good’ scores being highly valued but difficult to achieve for all students. // Measurement & Evaluation in Counseling & Development, 35 // (3), 153-166. **

Evaluates definitional, legal and validity issues on testingaccommodations confronting educators in the United States. Uses and likely effects of testingaccommodations ; Importance of the inclusion of students with disabilities in the assessment to improve the qualities of educational opportunities; Psychometric issues associated with the use of testingaccommodations


 * Erwin, T.D., & DeMars, C. (2002). Advancing Assessment: Why not computer-based assessment? // Assessment Update, 14 // (2), 1-4. **

Technologically delivered instruction is a topic of ubiquitous discussion in higher education these days. The excitement is contagious, and there is little doubt that the delivery of instruction has been changed forever. This article focuses on the application of technology to methods of assessment. The multimedia capabilities of the microcomputer offer video and audio functions that are much less cumbersome than the large-scale group movies and sound stages of old. Electronic databases and the Internet offer information access that traditional classroom tests and institutional assessment instruments cannot. Interactive tests, or smart tests, administer test items based on prior responses. The most common of these are called computer adaptive tests (CATs). An additional application of technology in assessment is computer automated scoring. A variety of software programs that automatically rate writing ability is currently available. Any of these applications has its advantages. Scoring is immediate, which can lead to better learning.

**Fuchs, L. (2001). Helping teachers formulate sound test accommodations decisions for students with learning disabilities. //Learning Disabilities Research & Practice, 16//(3), 174-181.**

This paper introduces a data-based approach as an alternative way to help teachers formulate decisions about the validity of testaccommodations for students with LD. Three rationales for the approach are provided: (a) an inadequate research base to guide decision-making; (b) the heterogeneity of the LD population; and (c) problems with teachers' use of subjective judgment. Well-controlled studies on testaccommodations are too scarce to draw firm conclusions about effects for the group of students labeled learning disabled (LD). Moreover, in light of the heterogeneity of learning disabilities, the individual, rather than the LD label, may be the more appropriate unit for deciding which testaccommodations preserve the validity of test scores for students with LD. In this paper, we provide a rationale for a data-based approach to help teachers formulate decisions about the validity of testaccommodations for individual students with LD. Then we describe an objective assessment process teachers may use in determining valid test accommodations. We conclude with recommendations for practitioners.

** Goldstein, L.F. (2003). Special ed. tech. sparks ideas. // Education week, 22 // (35), 27-29. **  The article focuses on testing tools for children with  disabilities. Testing experts say that what educators learn from tailoring assessments to the needs of special education students could shape how they test regular students, who have more subtle individual needs. Oregon is developing as of May 8, 2003 computerized tests in which teachers would set individualized parameters for special education students, according to Gerald Tindal, the director of behavioral research and teaching at the University of Oregon's college of education. Special education students are likely to be the “canaries in the coal mine” as educators experiment with new <span style="color: black; mso-ansi-font-size: 12.0pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">technologicalassessments <span style="color: black; font-size: 120%; mso-ansi-font-size: 12.0pt; mso-bidi-font-size: 12.0pt; msoansifontsize: 12.0pt; msobidifontsize: 12.0pt;">.

<span style="font-family: 'Arial','sans-serif';"> **Maccini, P., Gagnon, J.C., & Hughes, C.A.** **(2002) Technology-based practices for secondary students with learning disabilities. //Learning Disability Quarterly, 25//(4), 247-262.**

The researchers conducted a comprehensive review of the literature on technology-based practices for secondary students identified as having learning disabilities (LD) involving instruction and/or assessment that measured some aspect of performance on a general education task or expectation (i.e., test). Technology-based practices included computer- or video-based interventions, multimedia programs, technology-based assessment, and verbatim audio recordings. Three practices appear promising for educating students with LD: (a) hypertext and hypermedia software programs; (b) videodisc instruction involving contextualized learning; and (c) multimedia software. Educational recommendations and directions for future research are offered based upon results.

**McCain, G. (1995). Technology-based assessment in special education. T H E Journal, 23(1), 57-59.**

Outlines approaches in <span style="color: black; mso-ansi-font-size: 12.0pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">technology - <span style="color: black; mso-ansi-font-size: 12.0pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">basedassessment in special education. Includes a video- <span style="color: black; mso-ansi-font-size: 12.0pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">based computer-assisted test able to learn the language preference of students; Video segments from popular movies used as elements of a moral dilemma; Viewing of video segments of peers who are interacting in various social situations, through computer screen.