ACT research report series: ACT assessment score gains of special-tested students who tested at least twice

Ziomek, Robert L.; Andrews, Kevin

doi:10.1037/e427662008-001

Cited by 8 publications

(10 citation statements)

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“…b > 0 indicates that extra time helped test-takers with dyslexia to overcome some constructirrelevant barrier. In coherence with the findings presented by Camara et al (1998) and Ziomek and Andrews (1998), the improvement of the total score for the NA-group (a + b) was more than three times larger than what could be expected as a general retest effect. The general retest effect is effect is 0.062/0.45 ≈ 0.14 standard deviation units (standard deviation of the test was 0.45).…”

Section: Improvement In Results Due To Extended Timesupporting

confidence: 91%

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Just Enough Time to Level the Playing Field: Time Adaptation in a College Admission Test

Hjärne

2020

Scandinavian Journal of Educational Research

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Extended time is a commonly-used test adaptation for standardised highstakes tests. In this study, extended time provided for test-takers with dyslexia is examined. Data from standard versions of the Swedish Scholastic Aptitude Test (SweSAT) and data from test administrations where extra time is provided was used. Indications are that the standard version of the test is speeded and that the extra time provided improves test results for test-takers with dyslexia. There are, however, no conclusive indications supporting differential speededness due to the extra time. Findings from this study shows the beneficial effects of providing extra time for test-takers with dyslexia, but it does not conclusively disprove that this extra time cause an unfair advantage.

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Section: Improvement In Results Due To Extended Timesupporting

confidence: 91%

“…Findings from similar quasi-experimental analyses on the American SAT and ACT indicate three to four time larger score gains for re-testers with extended time when comparing to re-testers taking the test without extended time at both administrations (Camara et al, 1998;Ziomek & Andrews, 1998).…”

Section: Is the Standard Version Of The Test Speeded?mentioning

confidence: 99%

Just Enough Time to Level the Playing Field: Time Adaptation in a College Admission Test

Hjärne

2020

Scandinavian Journal of Educational Research

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“…Research by the test developer indicates that students with a documented diagnosis of dyslexia earn substantially higher scores if they take the test with extended time limits (Ziomek & Andrews, 1998). The records available for the present study did not indicate whether any of the participants had taken the test under special conditions.…”

Section: Text Comprehensionmentioning

confidence: 97%

Are university students' component reading skills related to their text comprehension and academic achievement?

Jackson

2005

Learning and Individual Differences

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“…It is hard to determine the degree to which studies such as Camara et al (1998) and Ziomek and Andrews (1998) support the interaction hypothesis. On the one hand, they demonstrate the consistent and expected finding that SWD improve their scores given extended time.…”

Section: Non-experimental Studies On the Effects Of Extended Timementioning

confidence: 99%

Test Accommodations for Students With Disabilities: An Analysis of the Interaction Hypothesis

Sireci

Scarpati

2005

Review of Educational Research

238

272

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Test accommodations are often given to students with disabilities as one means of removing construct-irrelevant barriers to proper measurement of their knowledge, skills, and abilities. However, the practice is controversial. This article reviews numerous studies that focused on the effects of accommodations on test performance. Consistent conclusions were not found across studies because of the wide variety of accommodations, the various ways in which they were implemented, and the heterogeneity of students to whom they were given. But two consistent findings emerged: Extended time tended to improve the performance of all students, although students with disabilities tended to exhibit relatively greater score gains; and oral accommodations on math tests were associated with increased test performance for some students with disabilities.

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ACT research report series: ACT assessment score gains of special-tested students who tested at least twice

Cited by 8 publications

References 0 publications

Just Enough Time to Level the Playing Field: Time Adaptation in a College Admission Test

Just Enough Time to Level the Playing Field: Time Adaptation in a College Admission Test

Are university students' component reading skills related to their text comprehension and academic achievement?

Test Accommodations for Students With Disabilities: An Analysis of the Interaction Hypothesis

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