Adapting Tests for Mainstreamed Students

Wood, Judy W.; Aldridge, Jerry

doi:10.1177/105345128502000404

Cited by 4 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Changes in testing practices may be particularly important for students with disabilities in general education classrooms, given that testing for these students has been related to increased anxiety levels, poor academic performance, and negative self-esteem (Simons & Hepner, 1992;Swanson & Howell, 1996). Therefore, it is not surprising that testing adaptations have been suggested as a way of helping students with disabilities successfully meet the demands of classroom tests (Pace-Chappell, 1985;Wood, Miederhoff, & Ulschmid, 1989). It is, however, essential to note that the term adaptations has sometimes been used interchangeably with other terms, such as accommodations and modifications, and at other times the terms have been differentiated.…”

mentioning

confidence: 99%

Student Preferences for Adaptations in Classroom Testing

Nelson

Jayanthi²,

Epstein

et al. 2000

Remedial and Special Education

View full text Add to dashboard Cite

The purpose of the present study was to investigate student preferences for specific adaptations in general education classroom testing. Participants in the study were 158 middle school students, including students with high-incidence disabilities (HID) and general education students with low, average, high, and very high achievement. Students completed an instrument developed for the study, the Student Preferences for Testing Adaptations Questionnaire. Students rated each of 23 specific testing adaptations on a 4-point scale (1 = dislike to 4 = high preference). In two additional questions, students also stated reasons for a single most-liked and a single least-liked adaptation. Most testing adaptations were at least moderately preferred by students. Open-notes and open-book tests were among the adaptations most preferred, and least-preferred adaptations included teacher reading of test questions to students and tests with fewer questions or covering less material. Students with HID and/or students with low achievement indicated significantly higher preference than did students with average or above-average achievement for several adaptations. Students' rationales for their choices of most-liked adaptations included improved test performance as well as the opportunity to work with peers and to receive assistance. On the other hand, students' descriptions of least-liked adaptations included concerns regarding fairness and interference with their own style of working.

show abstract

mentioning

confidence: 99%

Student Preferences for Adaptations in Classroom Testing

Nelson

Jayanthi²,

Epstein

et al. 2000

Remedial and Special Education

View full text Add to dashboard Cite

show abstract

“…The assessment process is collaborative in nature because it requires ongoing communication between special educators, classroom teachers, and parents. Various instruments for conducting ecological assessment have been developed (Welch, 1994;West, 1990;Wood, 1991;Ysseldyke & Christenson, 1993). More important, the dialogue that takes place during ecological assessment reflects basic principles of effective communication and collaborative problem solving.…”

Section: Promisementioning

confidence: 99%