The Study
In the article, Assistant Professor Sara Bolt and Martha L. Thurlow of the University of Minnesota review the research on five frequently allowed test accommodations in state policies in order to determine the degree to which these accommodations are supported as improving the validity of tests for students with disabilities.

Findings
The authors note that students with disabilities are frequently excluded from assessment and accountability systems. Although several factors account for this exclusion, one major reason is that tests are not always accessible to them. Students with disabilities frequently require changes in test format to demonstrate what they know and can do. The changes are referred to as test accommodations. The researchers reviewed research in the past 12 years on dictated response, large print, Braille, extended time, and sign language interpreter for instructions. They identified 36 studies. Limited research was identified for two accommodations: Braille and interpreter for instructions. For the remaining accommodations, the researchers found mixed support and nonsupport in terms of the degree to which the accommodations improved the validity of test scores for students with disabilities. In some research studies, differential boost was identified for students with disabilities receiving the dictated response accommodation, which would support the validity of this accommodation. However, other research teams cautioned that dictated response may result in implausibly high scores if not implemented appropriately. The authors conclude by highlighting some implications for educators and policy makers. They point out that effective decision making about whether to provide, and how to best administer, testing accommodations requires clear delineation of the skills intended to be measured by the test. The authors also suggest that accommodation decision-makers maximize the use of the least intrusive accommodations, and ensure the alignment of instructional and assessment accommodations. They also call for providing appropriate training to those who administer accommodations, and careful monitoring of the effects of accommodations for individual students.

What It Means To You
Do you include students with disabilities in your testing system? How effective is your use of accommodations? Do you monitor the effectiveness of the accommodations for individual students?

For More Information
Bolt, S.E. & Thurlow, M.L. (2004). Five of the most frequently allowed testing accommodations in state policy: Synthesis of research. Remedial and Special Education, 25(3), 141-152.

< back to 2005 ed-research reports