Evaluation of the Voluntary National Tests, Year 2 Final Report (1999) / Chapter Skim
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Inclusion and Accomodation
Inclusion and Accomodation
Pages 58-67
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From page 58... ...
~3~. The same legislation called on the National Research Council "to evaluate whether the test items aciciress the needs of clisacivantagec3, limited English proficient, anc3 clisablec3 stuclents." There are two key challenges to testing students with disabilities or limited English proficiency.
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From page 59... ...
List of Groups anc3 Agencies with Interests in Issues Related to Inclusion anc3 Accommodations for Students with Limited English Proficiency (American Institutes for Research, 1998i) Evatuatiorr of the Volur~tary Natiorral Tests, Phase ~ Report (National Research Council, 1999b)
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From page 60... ...
Comparison of the S2 anc3 S3 samples showed that the aciclitional accommodations clic3 significantly increase participation, particularlyfor Spanish language students (Mazzeo, presentation to NAGB, August 7, 1999~.1 NAGB commissioned background reports from AIR on the inclusion anc3 accommodation of students with disabilities anc3 with limited English proficiency, but as of summer 1998 there had been little developmental work to aciciress the special needs of these populations. The 584 participants in cognitive laboratory sessions incluclec3 students with cl isabilities (32 in reacl inn anc3 1 9 in math)
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From page 61... ...
in particular, an effort Is being made to Include students with utsabtl~ttes and with limited English proficiency among the nine students in each item trial in this year's cognitive laboratories. The AIR planning document also reports that, in connection with its exploration of reporting and test use, focus groups with parents and teachers included (American Institutes for Research, 1998m:5~: "one composed of special education teachers, one comprising parents of special education students, and one involving teachers of students with limited English proficiency." A report of the findings of these focus groups was completed in April of this year (American Institutes for Research, 1999p)
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From page 62... ...
An AIR planning document (American Institutes for Research, 1998m:5) also acknowlecigec3 the issue: Following the release of the NRC report on appropriate test use in September 1998, the board undertook a series of public hearings in which it invited citizens concerned with the education and assessment of students with disabili ties or limited English proficiency to comment on the findings of the NRC report and the evolving plans for addressing the needs of these students in the VNT.
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From page 63... ...
The analysis of the first study is also proposed to include analyses of differential item functioning among students with disabilities, students with limited English proficiency, anc3 students who are not in these special groups. Since there are only 300 students in each of the three groups, the committee is concerned that these analyses may not have sufficient statistical power, relative to the design of the main pilot sample.
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From page 64... ...
The report recognized, however, that development work of this kind is just beginning, anc3 there are presently few exemplars of it. The NRC year 1 evaluation report concluclec3 (National Research Council, l999b:47~: The statement of principles and the AIR planning documents provide a limited basis for evaluation of provisions for inclusion and accommodation in the VNT and no specific basis to address the quality of item development relative to the needs of those students ....
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From page 65... ...
However, these activities have not yet carried the development process much beyond its state in the summer of 1998, when the report found (National Research Council, l999b:47 ~ "a limited basis for evaluation of provisions for inclusion anc3 accommodation in the VNTanc3 no specific basis to aciciress the quality of item development relative to the needs of those students." We applaud AIR's proposal to evaluate the effects of two common accommodations on VNT performance among students with disabilities anc3 with limited English proficiency in the pilot test. Consistent with recommendations of both the NRC year 1 evaluation report anc3 the committee's interim report, plans for the pilot test were changed to include provision of a clual- language translation of the 8th- gracle mathematics test.
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From page 66... ...
, the current NAEP rules for inclusion of English language learners on the basis of years of English~reacling school experience (3 years) , anc3 the weight of the evidence as shown in two recent reports (National Research Council anc3 Institute of Medicine, 1997; National Research Council, 1998b)
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From page 67... ...
RECOMMENDATION 5.5 The National Assessment Governing Board should provide a clear, concise, and detailed list of accommodations for the VNT for students with disabili ties or limited English proficiency for use on the VNT field test. We think these issues shouic3 be aciciressec3 in a systematic manner one that will gather valid, scientific evidence that can be used to improve the inclusiveness and validity of testing students with learning disabilities and students with limited English proficiency.
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