References
Abedi, J. (2001a). Assessment and accommodation for English language learners: Issues and recommendations. (Policy Brief 4). Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing, University of California.
Abedi, J. (2001b). Language accommodation for large-scale assessment in science: Assessing English language learners. (Final Deliverable, Project 2.4 Accommodation). Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing, University of California.
Abedi, J., and Lord, C. (2001). The language factor in mathematics tests. Applied Measurement in Education, 14 (3), 219-234.
Abedi, J., Lord, C., and Hofstetter, C. (1998). Impact of selected background variables on students’ NAEP math performance accommodations. (CSE Tech. Rep. No. 478). Los Angeles, CA: Center for the Study of Evaluation, University of California.
Abedi, J., Lord, C. Boscardin, C., and Miyoshi, J. (2000). The effects of accommodations on the assessment of LEP students in NAEP . (CSE Tech. Rep. No 537). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing, University of California.
Abedi, J., Lord, C., Hofstetter, C., and Baker, E. (2000). Impact of accommodation strategies on English language learners’ test performance. Educational Measurement: Issues and Practice, 19(3), 16-26.
Abedi, J., Courtney, M., Mirocha, J., Leon, S., and Goldberg, J. (2001). Language accommodations for large-scale assessments in science. Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing, University of California.
Abedi, J., Hofstetter, C., Baker, E., and Lord, C. (2001). NAEP math performance and test accommodations: Interactions with student language background. (CSE Tech. Rep. No. 536). Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing, University of California.
Albus, D., Bielinski, J., Thurlow, M., and Liu, K. (2001). The effect of a simplified English language dictionary on a reading test (LEP Projects Report 1). Minneapolis: University of Minnesota, National Center on Educational Outcomes.
American Educational Research Association, American Psychological Association, and National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: Author.
Anderson, M., Liu, K., Swierzbin, B., Thurlow, M., and Bielinski, J. (2000). Bilingual accommodations for limited English proficient students on statewide reading tests: Phase 2. (Minnesota Report No. 31). Minneapolis, MN: University of Minnesota, National Center on Education Outcomes.
Bachman, L.F. (2002a). Alternative interpretations of alternative assessments: Some validity issues in educational performance assessments. Educational Measurement: Issues and Practice, 21(3), 5-18.
Bachman, L.F. (2002b). Some reflections on task-based language performance assessment. Language Testing, 19(4), 453-476.
Bachman, L.F. (in press). Statistical analyses for language assessment. Cambridge, MA: Cambridge University Press.
Bachman, L.F., and Palmer, A.S. (1996). Language testing in practice: Designing and developing useful language tests. Oxford, England: Oxford University Press.
Braun, H., Ragosta, M., and Kaplan, B. (1986). The predictive validity of the Scholastic Aptitude Test for disabled students. (Research Report 86-38). New York: College Entrance Examination Board.
Brown, P.J., and Augustine, A. (2001). Screen reading software as an assessment accommodation: Implications for instruction and student performance. Paper presented at the Annual Meeting of the American Educational Research Association, April 10-14, Seattle, WA.
Cahalan, C., Mandinach, E., and Camara, W. (2002). Predictive validity of SAT I: Reasoning test for test takers with learning disabilities and extended time accommodations. (College Board Research Report RR 2002-05). New York: College Board.
Camara, W., Copeland, T., and Rothchild, B. (1998). Effects of extended time on the SAT I: Reasoning Test: Score growth for students with learning disabilities. (College Board Research Report 98-7). New York: College Board.
Cardinet, J., Tournier, Y., and Allal, L. (1976). The symmetry of generalizability theory: Applications to educational measurement. Journal of Educational Measurement, 13, 119-135.
Castellon-Wellington, M. (1999). The impact of preference for accommodations: The performance of English language learners on large-scale academic achievement tests. (CSE Tech. Rep. No. 524). Los Angeles, CA: Center for the Study of Evaluation, Graduate School of Education and Information Studies, University of California.
Chiu, C.W.T., and Pearson, P.D. (1999). Synthesizing the effects of test accommodations for special education and limited English proficient students. Paper presented at the National Conference on Large Scale Assessment, June 13-16, Snowbird, UT.
Council of Chief State School Officers. (2002). Annual survey of state student assessment programs 2000-2001: Summary report. Washington DC: Author.
DeVito, P.J. (1996). Issues relating to the future of National Assessment of Educational Progress: The state perspective. Unpublished paper presented at the annual meeting of the American Educational Research Association, April.
Dunbar, S., Koretz, D., and Hoover, H.D. (1991). Quality control in the development and use of performance assessment. Applied Measurement in Education, 4(4), 289-303.
Duràn, R. (2001). NAEP assessment of English language learners. Paper prepared for Workshop on Reporting Test Results for Accommodated Test Examinees: Policy Measurement and Score Use Considerations, November 28, Washington, DC.
Education Week. (2004). Quality counts 2004: Count me in: Special education in an era of standards. 23(17) January 8.
Elliott, S.N., Kratochwill, T.R., and McKevitt, B.C. (2001). Experimental analysis of the effects of testing accommodations on the scores of students with and without disabilities. Journal of School Psychology, 39(1), 3-24.
Fuchs, L.S., Fuchs, D., Eaton, S.B., Hamlett, C., Binkley, E., and Crouch, R. (2000). Using objective data sources to enhance teacher judgments about test accommodations. Exceptional Children, 67(1), 67-81.
Fuchs, L.S., Fuchs, D., Eaton, S.B., Hamlett, C., and Karns, K. (2000). Supplementing teacher judgments of test accommodations with objective data sources . School Psychology Review, 29, 65-85.
Garcia, T., del Rio Paraent, L., Chen, L. Ferrara, S., Garavaglia, D., Johnson, E., Liang, J., Oppler, S. Searcy C., Shieh, Y., and Ye, Y. (2000). Study of a dual language test booklet in 8th grade mathematics: Final report. Washington, DC: American Institutes for Research.
Golden, L., and Sacks, L. (2001). States’ policies for including and accommodating English language learners in state assessments—Preliminary survey findings (2000-2001). Presentation at Workshop on Reporting Test Results for Accommodated Test Examinees: Policy Measurement and Score Use Considerations, November 28, Washington, DC.
Haertel, E.H. (2003). Evidentiary argument and the comparability of scores from standard versus nonstandard test administrations. Paper presented at the April meeting of the National Council on Measurement in Education, Chicago, IL.
Hafner, A.L. (200l). Evaluating the impact of test accommodations on test scores of LEP students and non-LEP students. Paper presented at the annual meeting of the American Educational Research Association, April, Seattle, WA.
Hakuta, K., Butler, Y.G., and Witt, D. (1999). How long does it take English language learners to attain proficiency? Unpublished manuscript, Stanford University, CA.
Hansen, E.G., and Steinberg, L.S. (2004). Evidence centered assessment design for reasoning about testing accommodations in NAEP reading and math. Paper commissioned by the Committee on Participation of English Language Learners and Students with Disabilities in NAEP and Other Large-Scale Assessments of the Board on Testing and Assessment of the National Academy of Sciences.
Hansen, E.G., Mislevy, R.J., and Steinberg, L.S. (2003). Evidence-centered assessment design and individuals with disabilities. Paper presented at the National Council on Measurement in Education Annual Meeting, April, Chicago, IL.
Hardman, M.L., Drew, C.J., and Egan, M.W. (1996). Human exceptionality, 5th edition. Boston, MA: Allyn and Bacon.
Hehir, T. (1996). Office of Special Education policy letter. Individuals with Disabilities Education Report, 23, 341.
Helwig, R., and Tindal, G. (2003). An experimental analysis of accommodation decisions on large-scale mathematics tests. Exceptional Children, 69, 211-225.
Huesman, R.L., and Frisbie, D. (2000). The validity of ITBS reading comprehension test scores for learning disabled and non learning disabled students under extended-time conditions. Paper presented at the Annual Meeting of the National Council on Measurement in Education, April, New Orleans, LA.
Johnson, E. (2000). The effects of accommodations on performance assessments. Remedial and Special Education, 21(5), 261-267.
Johnson, E. (2001). Observations on the National Academies Board on Testing and Assessment Workshop on Reporting Results for Accommodated Examinees. Paper prepared for Workshop on Reporting Test Results for Accommodated Test Examinees: Policy Measurement and Score Use Considerations, November 28, Washington, DC.
Johnson, E., Kimball, K., Brown, S.O., and Anderson, D. (2001) American sign language as an accommodation during standards-based assessments. Assessment for Effective Intervention, 26(2), 39-47.
Kane, M. (1992). An argument-based approach to validity. Psychological Bulletin, 112(3), 527-535.
Kane, M., Crooks, T., and Cohen, A. (1999). Validating measures of performance. Educational Measurement: Issues and Practice, 18(2), 5-17.
Kindler, A. (2002). Survey of the states’ limited English proficient students and available educational programs and services 2000-2001 summary report. Washington, DC: National Clearinghouse for English Language Acquisition.
Koretz, D., and Hamilton, L. (2000). Assessing students with disabilities in Kentucky: Inclusion, student performance, and validity. Educational Evaluation and Policy Analysis, 22(3), 255-272.
Koretz, D., and Hamilton, L. (2001, April). The performance of students with disabilities on New York’s revised regents comprehensive examination in English. (CSE Tech. Rep. No. 540). Los Angeles, CA: Center for the Study of Evaluation, Graduate School of Education and Information Studies, University of California.
Kosciolek, S., and Ysseldyke, J.E. (2000). Effects of a reading accommodation on the validity of a reading test. (Technical Report 28). Minneapolis: University of Minnesota, National Center on Educational Outcomes. Available: http://education.umn.edu/NCEO/OnlinePubs/Technical28.htm [January 2003].
Malouf, D. (2001). Discussion and synthesis. Paper prepared for Workshop on Reporting Test Results for Accommodated Test Examinees: Policy Measurement and Score Use Considerations, November 28, Washington, DC.
Mazzeo, J., Carlson, J.E., Voelkl, K.E., and Lutkus, A.D. (2000). Increasing the participation of special needs students in NAEP: A report on 1996 NAEP research activities. (NCES Publication No. 2000-473). Washington, DC: National Center for Education Statistics.
McKevitt, B.C., and Elliott, S.N. (in press). The effects and consequences of using test accommodations on a standardized reading test. Manuscript submitted for publication.
McKevitt, B.C., Marquart, A.M., Mroch, A.A., Schulte, A., Elliott, S., and Kratochwill, T. (2000). Understanding the effects of testing accommodations: a single-case approach. A paper presented at the annual meeting of the National Association of School Psychologists, New Orleans, LA.
Meloy, L., Deville, C., and Frisbie, D. (2000). The effects of a reading accommodation on standardized test scores of learning disabled and non learning disabled students. A paper presented for the National Council on Measurement in Education Annual Meeting, April, New Orleans, LA.
Messick, S. (1989). Validity. In R.L. Linn (Ed.), Educational measurement (3rd ed., pp. 13-103). New York: American Council on Education and Macmillan.
Messick, S. (1994). The interplay of evidence and consequences in the validation of performance assessments. Educational Researcher, 23(2), 13-23.
Mislevy, R.J. (1996). Test theory reconceived. Journal of Educational Measurement, 33(4), 379-416.
Mislevy, R.J., Steinberg, L.S., and Almond, R.G. (2002). Design and analysis in task-based language assessment. Language Testing, 19(4), 477-496.
Mislevy, R.J., Steinberg, L.S., and Almond, R.G. (2003). On the structure of educational assessments. Measurement: Interdisciplinary Research and Perspectives, 1(1), 3-62.
National Assessment Governing Board. (2001). Mathematics framework for 2005: Pre-publication edition. Washington, DC: Author.
National Assessment Governing Board. (2002a). Reading framework for the 2003 national assessment of educational progress. Washington, DC: Author.
National Assessment Governing Board. (2002b, March) Using the National Assessment of Education Progress to confirm state test results, Report of the Ad Hoc Committee on Confirming Test Results. Washington, DC: Author.
National Center for Education Statistics. (2003a). NAEP questions. Washington, DC: Author.
National Center for Education Statistics. (2003b). Scoring guide. Washington, DC: Author.
National Clearinghouse for English Language Acquisition and Language Instructional Programs. (2004). A national literacy panel to conduct a comprehensive evidence-based review of the research literature on the development of literacy among language minority children and youth. (A panel presentation by Diane August, Center for Applied Linguistics.) Available: http://www.ncela.gwu.edu [June 2004].
National Research Council. (1997a). Educating one and all: students with disabilities and standards-based reform. Committee on Goals 2000 and the Inclusion of Students with Disabilities. Lorraine M. McDonnell, Margaret J. McLaughlin, and Patricia Morison, editors. Board on Testing and Assessment, Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
National Research Council. (1997b). Improving schooling for language-minority children: A research agenda. Committee on Developing a Research Agenda on the Education of Limited-English-Proficient and Bilingual Students. D. August and K. Hakuta, editors. Board on Children, Youth, and Families, Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
National Research Council. (1999a). Grading the nation’s report card: Research from the evaluation of NAEP. Committee on the Evaluation of National and State Assessments of Educational Progress. Nambury S. Raju, James W. Pellegrino, Meryl W. Bertenthal, Karen J. Mitchell, and Lee R. Jones, editors. Board on Testing and Assessment, Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
National Research Council. (1999b). Uncommon measures: Equivalence and linkage among educational tests. Committee on Equivalency and Linkage of Educational Tests. Committee on Equivalency and Linkage of Educational Tests. Michael J. Feuer, Paul W. Holland, Bert F. Green, Meryl W. Bertenthal, and F. Cadelle Hemphill, editors. Board on Testing and Assessment, Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
National Research Council. (2000a). Reporting district-level NAEP data: Summary of a workshop. Committee on NAEP Reporting Practices. Pasquale DeVito and Judith A. Koenig, editors. Board on Testing and Assessment, Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
National Research Council. (2000b). Testing English-language learners in U.S. schools: Report and workshop summary. Committee on Educational Excellence and Testing Equity, Kenji Hakuta and Alexandra Beatty, editors. Center for Education. Washington, DC: National Academy Press.
National Research Council. (2002a). Minority students in special and gifted education. Committee on Minority Representation in Special Education, M. Suzanne Donovan and Christopher T. Cross, editors. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
National Research Council. (2002b). Reporting test results for students with disabilities and English-language learners: Summary of a workshop. Judith Anderson Koenig, editor. Board on Testing and Assessment, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
Rivera, C., and Stansfield, C.W. (2001). The effects of linguistic simplification of science test items on performance of limited English proficient and monolingual English-speaking students. Paper presented at the annual meeting of the American Educational Research Association, April, Seattle, WA.
Rivera, C., Stansfield, C.W., Scialdone, L., and Sharkey, M. (2000). An analysis of state policies for the inclusion and accommodation of English language learners in state assessment programs during 1998-1999. Arlington, VA: George Washington University Center for Equity and Excellence in Education.
Runyan, M.K. (1991). The effect of extra time on reading comprehension scores for university students with and without learning disabilities. Journal of Learning Disabilities, 24, 104-108.
Schulte, A.A., Elliott, S.N., and Kratochwill, T.R. (2001). Effects of testing accommodations on standardized mathematics test scores: An experimental analysis of the performances of students with and without disabilities. Unpublished manuscript, University of Wisconsin-Madison.
Shavelson, R.J., Baxter, G.P., and Gao, X. (1993). Sampling variability of performance assessments. Journal of Educational Measurement, 30, 215-232.
Shepard, L., Taylor, G., and Betebenner, D. (1998). Inclusion of limited-English-proficient students in Rhode Island’s grade 4 mathematics performance assessment. Los Angeles: University of California, Center for the Study of Evaluation/National Center for Research on Evaluation, Standards, and Student Testing.
Sireci, S., Li, S., and Scarpati, S. (2003). The effects of test accommodation on test performance: A review of the literature. (Center for Educational Assessment Research Report no. 485). Amherst, MA: School of Education, University of Massachusetts.
Solano-Flores, G., and Trumbull, E. (2003). Examining language in context: The need for new research and practice paradigms in the testing of English-language learners. Educational Researcher, 32(2), 3-13.
Taylor, C. (1997). The effect of school expenditure on the achievement of high school students: Evidence from NELS and the CCD. Paper presented at the American Education Research Association annual meeting, April, Chicago.
Taylor, W. (2002). Analysis of provisions of ESEA relating to assessment. Paper prepared for March 22 meeting of the Board on Testing and Assessment, Washington, DC.
Thompson, S., Blount, A., and Thurlow, M. (2002). A summary of research on the effects of test accommodations: 1999 through 2001 (Technical Report 34). Minneapolis: University of Minnesota, National Center on Educational Outcomes. Available: http://education.umn.edu/NCEO/OnlinePubs/Technical34.htm [January 2003].
Thurlow, M.L., Elliott, J.L., and Ysseldyke, J.E. (2002). Testing students with disabilities: Practical strategies for complying with district and state requirements. Thousand Oaks, CA: Corwin Press.
Thurlow, M.L., Wiley, H.I., and Bielinski, J. (2002). Biennial performance reports: 2000-2001 state assessment data . Minneapolis: University of Minnesota, National Center on Educational Outcomes.
Tindal, G., and Fuchs, L. (2000) A summary of research on test changes: An empirical basis for defining accommodations. Lexington: University of Kentucky, Mid-South Regional Resource Center Interdisciplinary Human Development Institute.
Tindal, G., Anderson, L., Helwig, R., Miller, S., and Glasgow, A. (1998). Accommodating students with learning disabilities on math tests using language simplification. Exceptional Children, 64(4), 439-450.
Tindal, G., Heath, B., Hollenbeck, K., Almond, P., and Harniss, M. (1998). Accommodating students with disabilities on large-scale tests: An experimental study, Exceptional Children, 64(4), 439-450.
Toulmin, S.E. (1958). The uses of argument. Cambridge, England: Cambridge University Press.
U.S. Department of Education. (2002). 24th annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.
U.S. Department of Education National Center for Education Statistics. (1997). The inclusion of students with disabilities and limited English proficient students in large-scale assessments: A summary of recent progress. (NCES 97-482). Washington, DC: Author.
U.S. Department of Education National Center for Education Statistics and Office of Educational Research and Improvement. (2001). The NAEP 1998 technical report. (NCES 2001-509). Washington, DC: Author.
U.S. Department of Education National Center for Education Statistics and Office of Educational Research and Improvement. (2003). NAEP 2003 assessment administrator manual. Washington, DC: Author.
U.S. Department of Education National Center for Education Statistics and Institute of Education Sciences. (2003). The nation’s report card: Reading 2002. (NCES 2003-521). Washington, DC: Author.
Walz, L., Albus, D., Thompson, S., and Thurlow, M. (2000). Effect of a multiple day test accommodation on the performance of special education students. (NCEO Report 34). Minneapolis: University of Minnesota, National Center on Educational Outcomes.
Weston, T.J. (2002). The validity of oral accommodation in testing. (NCES 200306). Washington, DC: National Center for Education Statistics.
Wightman, L.F. (1993). Test takers with disabilities: A summary of data from special administrations of the LSAT. (LSAC Research Report 93-03). Newtown, PA: Law School Admission Council.
Willingham, W.W., Ragosta, M., Bennett, R.E., Braun, H., Rock, D.A., and Powers, D.E. (1988). Testing handicapped people. Boston, MA: Allyn and Bacon.
Zehr, M.A. (2004). Paige softens rules on English-language learners. Education Week, 23(24), 25.
Zettel, J. (1982). Implementing the right to a free appropriate public education. In Special education in America: Its legal and governmental foundations, J. Ballard, B. Ramirez and F. Weintraub, editors. Reston, VA: Council for Exceptional Children.
Ziomek, R.L., and Andrews, K.M. (1996). Predicting the college grade point averages of special-tested students from their ACT assessment scores and high school grades. (ACT Research Report 96-7). Iowa City, IA: ACT.
Ziomek, R.L., and Andrews, K.M. (1998). ACT Assessment score gains of special-tested students who tested at least twice. (Report No. ACT-RR-98-8). Iowa City, IA: ACT.
Zurcher, R., and Bryant, D.P. (2001). The validity and comparability of entrance examination scores after accommodations are made for students with LD. Journal of Learning Disabilities, 34(5), 462-471.
Zuriff, G.E. (2000). Extra examination time for students with learning disabilities: An examination of the maximum potential thesis. Applied Measurement in Education, 13(1), 99-117.
Zwick, R. (2002). Fair game? The use of standardized admissions tests in higher education. New York: RoutledgeFalmer.
