期刊名称：Practical Assessment, Research and Evaluation
印刷版ISSN：1531-7714
电子版ISSN：1531-7714
出版年度：2009
卷号：14
出版社：ERIC: Clearinghouse On Assessment and Evaluation
摘要：Students with disabilities frequently use accommodations to participate in large-scale, standardized
assessments. Accommodations can include changes to the administration of the test, such as extended
time, changes to the test items, such as read aloud, or changes to the student’s response, such as the use
of a scribe. Some accommodations or modifications risk changing the difficulty of the test items or
decreasing the validity of how test scores are interpreted. Questions regarding the validity of
accommodated tests are heightened when scores are used in high-stakes decisions such as grade
promotion, graduation, teacher merit pay, or other accountability initiatives. The purpose of this article
is to review existing literature on multiple constructs that affect validity of interpretations of
accommodated assessment scores. Research on assessment accommodations continues to grow but
offers few conclusive findings on whether they facilitate fair and accurate measurement of student
knowledge and skill. The validity of an accommodated score appears to vary depending on several
factors such as student characteristics, test characteristics, and the accommodations themselves. A
multiple construct approach may facilitate more accurate evaluations of the effects of accommodated
test scores
