Large Scale Testing of Students With Disabilities addresses three issues: accommodations, modifications, and reporting of outcomes. The purpose is not to present an exhaustive summary of the research in these areas but to focus attention on how the issues are considered and empirically validated. The research summarized in this issue should serve as a model for state departments to consider in adoption of policy, either as findings upon which to inform policy or as a method to adopt in generating findings themselves. The studies reflect critical methodologies that are either experimental in design or use extant data sets as well as present a theoretical framework in how to interpret empirical results.
Table of Contents
Volume 12, Number 2 2004
Contents: Preface. Contents: G. Tindal, Large-Scale Testing of Students With Disabilities. ARTICLES: B. Elbaum, M.E. Arguelles, Y. Campbell, M.B. Salch, Effects of a Student-Reads-Aloud Accommodation on the Performance of Students With and Without Learning Disabilities on a Test of Reading Comprehension. L. Crawford, G. Tindal, Effects of a Read-Aloud Modification on a Standardized Reading Test. A.C. Schulte, D.N. Villwock, Using High-Stakes Tests to Derive School-Level Measures of Special Education Efficacy.