N C E O National Center on Educational Outcomes Helping Students Select and Use Test Accommodations Martha L. Thurlow Sandy Thompson University of Minnesota

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National Center on Educational Outcomes

Helping Students Select and Use

Test AccommodationsMartha 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

Classroom Tests Daily Progress

Eligibility Assessments

Large-Scale AssessmentsDistrictwide

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 student’s knowledge and skills to be assessed rather than the student’s disability.

Accommodations provide students with disabilities access to assessments, so that more can participate.

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Types of Accommodations

ResponseMark test bookletWord processorUse references

PresentationRepeat directionsLarge print editionBraille edition

SettingStudy carrelSmall groupIndividualized

TimingExtended timeFrequent breaksUnlimited time

SchedulingSpecific time of daySubtests in different order

OtherTest preparationOut-of-levelMotivational cuesAcross multiple days

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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 ProceduresNCEO

Update of previous analyses1. Requested newest policy from all 50 states

2. Completed grids for all states and all accommodations (with notations)

3. Sent data to state for verification

4. Made changes only with written documentation

[Collected policies through Sept 2001]

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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

“Accommodation” Terminology

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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 Score1 state each

*One state uses this term for “okay”test change

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Besides IEP, 504, and ELLs

Colorado

Kansas

Oregon

Rhode Island

Wyoming

Eligible Groups

All for All Students

Minnesota

Washington

Some for All Students

New York

All for Some Students

Kentucky Maryland Mississippi

Maine Massachusetts North Dakota

“All” Under Special Circumstances

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A better look at the accommodation policies of states

60% of states

Presentation

Equipment

Response

Scheduling/Timing

Setting

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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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“Equipment” Accommodations


Magnification 40 0

Amplification 34 0

Light/Acoustics 32 0

Calculator* 14 23

Templates/Graph Paper 32 0


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Response Accommodations


Proctor/Scribe 31 17

Write in Test Booklet 37 2

Computer or Machine* 30 9

Communication Device 27 8


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Scheduling/Timing Accommodations


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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Setting Accommodations


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 11

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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• Few states completely prohibit accommodations

• Policies are really complex, with clarifications about type of test, specific skills assessed, and certain student characteristics

Generalizations

Accommodation Policies

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Assessment

Accommodation

Research

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• 1999 through 2001

• 46 Research Studies

• Most Studied State Tests in Math and Reading

• Presentation Accommodations Studied Most Often

Summary of Research on the Effects of Test Accommodations

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• Computer administration

• Oral presentation

• Extended time

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

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• Unknown variations among students included in study

• Sample size too small for adequate statistical support

• Nonstandard administration of accommodations across proctors and schools

Limitations

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• 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

Recommendations

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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 student’s needs

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• 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

Recommendations for IEP Teams

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• 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)

Recommendations for IEP Teams

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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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Visit: www.education.umn.edu/nceo

or Search for NCEO

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Documents

N C E O National Center on Educational Outcomes Helping Students Select and Use Test Accommodations Martha L. Thurlow Sandy Thompson University of Minnesota