ASSESSMENT ACCOMMODATIONS ON TESTS OF ACADEMIC ACHIEVEMENT FOR STUDENTS WHO ARE DEAF OR HARD OF HEARING: A QUALITATIVE META-ANALYSIS OF THE RESEARCH LITERATURE.
THE AUTHORS conducted a qualitative meta-analysis of the research on assessment accommodations for students who are deaf or hard of hearing. There were 16 identified studies that analyzed the impact of factors related to student performance on academic assessments across different educational settin...
| Publicado en: | American Annals of the Deaf Vol. 158; no. 3; pp. 363 - 377 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
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American Annals of the Deaf
Summer2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=107969480&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107969480 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0002726X AOD jtl: American Annals of the Deaf issn: 0002726X maglogo: N pubinfo: dt: Summer2013 vid: 158 iid: 3 pid: 2466 pub: American Annals of the Deaf place: Washington, District of Columbia artinfo: ui: 107969480 90069654 10.1353/aad.2013.0023 107969480 ppf: 363 ppct: 14 formats: fmt: @attributes: type: P tig: atl: ASSESSMENT ACCOMMODATIONS ON TESTS OF ACADEMIC ACHIEVEMENT FOR STUDENTS WHO ARE DEAF OR HARD OF HEARING: A QUALITATIVE META-ANALYSIS OF THE RESEARCH LITERATURE. aug: au: Cawthon, Stephanie Leppo, Rachel affil: ASSOCIATE PROFESSOR, DEPT. OF EDUCATIONAL PSYCHOLOGY, UNIVERSITY OF TEXAS, AUSTIN sug: subj: Academic Performance School Accommodation Test Taking Students with Disabilities Hearing Disorders Human Texas Meta Analysis Qualitative Studies Psycinfo ERIC Database Sign Language Child Adolescence Young Adult Child: 6-12 years Adolescent: 13-18 years ab: THE AUTHORS conducted a qualitative meta-analysis of the research on assessment accommodations for students who are deaf or hard of hearing. There were 16 identified studies that analyzed the impact of factors related to student performance on academic assessments across different educational settings, content areas, and types of assessment accommodations. The meta-analysis found that the results of analyses of group effects of accommodated versus unaccommodated test formats are often not significant, test-level factors exist that can affect how students perceive the assessments, and differences exist in how test items function across different conditions. Student-level factors, including educational context and academic proficiency, influence accommodations' role in assessment processes. The results of this analysis highlight the complexity of and intersections between student-level factors, test-level factors, and larger policy contexts. Findings are discussed within the context of larger changes in academic assessment, including computer-based administration and high-stakes testing. pubtype: Academic Journal doctype: meta analysis research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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