Misconceptions Regarding Accommodations on High‐Stakes Tests: Recommendations for Preparing Disability Documentation for Test Takers with Learning Disabilities

Brinckerhoff, Loring C.; Banerjee, Manju

doi:10.1111/j.1540-5826.2007.00253.x

Cited by 18 publications

(14 citation statements)

References 23 publications

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“…Our choice to include these models should not be taken as an endorsement of them. In most postsecondary settings, documentation reviewers are neutral regarding the particular diagnostic model used (Brinckerhoff & Banerjee, 2007), and therefore we did not choose the models out of personal affinity. We included the discrepancy models because, although much cogent criticism exists against them, we continue to see the models widely used in postsecondary populations.…”

Section: The Present Studymentioning

confidence: 99%

Applying Objective Diagnostic Criteria to Students in a College Support Program for Learning Disabilities

Sparks

Lovett

2013

Learning Disability Quarterly

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This study examined whether a large group of postsecondary students participating in a support program for students classified as having learning disabilities (LD) met criteria for five objective diagnostic models for LD: IQ-achievement discrepancy (1.0 SD, 1.5 SD, and >2.0 SD) models, a Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) model, and an academic impairment model. The participants were 336 postsecondary students enrolled in a private liberal arts college who had been previously classified as having LD prior to entering the program. Results showed that the largest proportion of students met the 1.0 SD (48.8%) and the absolute academic impairment (40.2%) criteria. However, 40.5% of the participants were not classified as having LD by any of the five models. Participants exhibited remarkable variability in their aptitude and achievement scores, with mean composite achievement scores ranging from the very low to the average ranges in reading, mathematics, and writing, depending on the achievement test used. The findings of this study and others suggest that little information about a student’s academic skills is likely to be conveyed by a diagnosis of LD, leading to great heterogeneity in skill levels within LD support programs.

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Section: The Present Studymentioning

confidence: 99%

Applying Objective Diagnostic Criteria to Students in a College Support Program for Learning Disabilities

Sparks

Lovett

2013

Learning Disability Quarterly

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“…Students with special educational needs are no exception. High-stakes testing has consequences for students with special needs across all levels of education, as standardised testing has become the ‘centrepiece of accountability’ in the K-12 education setting (Brinckerhoff and Banerjee, 2007). So test anxiety is like a benign problem to some people (Wachelka and Katz, 1999), but it can be malignant particularly for students with special needs when it leads to high levels of distress and academic failure in otherwise capable students.…”

Section: Introductionmentioning

confidence: 99%

Is test anxiety a peril for students with intellectual disabilities?

Datta

2013

J Intellect Disabil

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Test anxiety is one of the most confronting issues in modern times with the increase in the number of standardised and high-stakes testing. Research has established that there is a direct link between test anxiety and cognitive deficits. The aim of this study is to determine the test anxiety scores of the students with intellectual disabilities in South Australia. It also provided insights into the reasons for high-test anxiety in the participants under study. The Spielberger's Test Anxiety Questionnaire was administered on students with intellectual disabilities in stage 1. Interviews were conducted with participants with intellectual disabilities, parents and teachers in stage 2. Questionnaire findings revealed that the majority of the adolescent females and males and all adult females with intellectual disabilities had high test anxiety scores. However, the majority of adult males with intellectual disabilities obtained moderate test anxiety scores. In the worry and emotionality subscales, it was also found that the majority of adolescents and adults with intellectual disabilities were found to score high. The high test anxiety scores have been justified by the interview responses obtained from the three groups of respondents. A number of factors have been identified to be the major predictors of test anxiety in students with intellectual disabilities.

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“…A learning strategies approach in which an adolescent or adult is taught how and when to use an accommodation is essential to any kind of positive outcome. For instance, Brinckerhoff and Banerjee (2007) encourage training in active listening to accompany a student's introduction to eText. Accommodations such alt media (e.g., eText, audio text) and assistive technologies (e.g., TTS software) are often recommended for individuals with LD.…”

Section: Strategic Use Of Accommodationsmentioning

confidence: 99%

Learning to Achieve: A Review of the Research Literature on Serving Adults with Learning Disabilities

Taymans¹,

Swanson²,

Schwarz³

et al. 2009

PsycEXTRA Dataset

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The editor is Juliana M. Taymans. Debi C. Basu served as the contracting officer's representative. The views expressed herein do not necessarily represent the positions or policies of the National Institute for Literacy. No official endorsement by the National Institute for Literacy of any product, commodity, or enterprise in this publication is intended or should be inferred.For quality assurance purposes, drafts of all publications commissioned by the National Institute for Literacy are subjected to a rigorous external peer review process by independent experts. This review process seeks to ensure that each report is impartial and objective and that the findings are supported by scientific research.The National Institute for Literacy, a Federal government agency, is a catalyst for advancing a comprehensive literacy agenda. The Institute bridges policy, research and practice to prompt action and deepen public understanding of literacy as a national asset.

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Misconceptions Regarding Accommodations on High‐Stakes Tests: Recommendations for Preparing Disability Documentation for Test Takers with Learning Disabilities

Cited by 18 publications

References 23 publications

Applying Objective Diagnostic Criteria to Students in a College Support Program for Learning Disabilities

Applying Objective Diagnostic Criteria to Students in a College Support Program for Learning Disabilities

Is test anxiety a peril for students with intellectual disabilities?

Learning to Achieve: A Review of the Research Literature on Serving Adults with Learning Disabilities

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