Incorporating student input in developing alternate assessments based on modified academic achievement standards

Journal article

Roach, Andrew, Beddow, Peter, Kurz, Alexander, Kettler, Ryan and Elliott, Stephen. (2010). Incorporating student input in developing alternate assessments based on modified academic achievement standards. Exceptional Children. 77(1), pp. 61 - 80.
AuthorsRoach, Andrew, Beddow, Peter, Kurz, Alexander, Kettler, Ryan and Elliott, Stephen
Abstract

In developing alternate assessments based on modified academic achievement standards (AA-MAS), several states have modified existing test items with the aim of enhancing accessibility and reducing difficulty for students with disabilities. Using Grade 8 multiple-choice test items in unmodified and modified forms, two studies examined student perceptions of item modifications and their effects on accessibility. Study 1 used a think-aloud cognitive lab to explore the effects of modifications on student perceptions and performance. Study 2 examined student survey data from field test of the items with students (N = 709) with and without disabilities. Data indicated students generally perceived item modifications as helpful or positive. Educators and test developers are encouraged to consider students' perceptions of test items when designing tests.

Year2010
JournalExceptional Children
Journal citation77 (1), pp. 61 - 80
PublisherSAGE Publications Inc.
ISSN0014-4029
Scopus EID2-s2.0-79959774670
Web address (URL)https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=53426917&site=ehost-live&scope=site
Page range61 - 80
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Place of publicationUnited States of America
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https://acuresearchbank.acu.edu.au/item/87y41/incorporating-student-input-in-developing-alternate-assessments-based-on-modified-academic-achievement-standards

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