摘要：Offering appropriate test accommodations (e.g., extra time, computer, scribe) to students with special needs can help these students demonstrate their knowledge and skills, increase participation rates, and ensure test validity and fairness for all students (e.g., Bolt & Thurlow, 2007; Fuchs et al., 2000; Lindstrom & Gregg, 2007). According to the Standards for Educational and Psychological Testing(American Educational Research Association et al., 1999), test accommodations are defined as “any action taken in response to a determination that an individual’s disability requires a departure from established testing protocol” (p. 101). The term “accommodation” is limited to changes in test administration conditions that are intended to support students with special needs in demonstrating their knowledge and skills, but do not change what the test is intended to measure. Moreover, the changes do not inflate the test results or simply help student score higher, or give unfair advantages/disadvantages to examinees. In contrast, changes that do affect what a test measures are sometimes referred to as modifications. For example, if the purpose of the test is to measure comprehension of the text, then extra time might permit the student to demonstrate his comprehension, making the test results more valid. However, allowing a student with a reading disability extra time on a test intended to measure reading speed within a certain period of time would not be appropriate.Current literature mainly focuses on accommodations for students with special needs. Accommodations for student without disabilities are rarely discussed. In reality, students without disabilities may be permitted to use accommodations when they write large-scale assessments. Therefore, this study investigated this special group in order to fill critical gaps in both knowledge and practices in fields of special education and educational assessments.
