1995
DOI: 10.6033/tokkyou.33.61
|View full text |Cite
|
Sign up to set email alerts
|

Relationship of Type of Disability and Examination Method to Distribution of Scores of Students with Disabilities on the Joint First Stage Achievement Tests

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
3

Citation Types

0
3
0

Year Published

2003
2003
2003
2003

Publication Types

Select...
1

Relationship

1
0

Authors

Journals

citations
Cited by 1 publication
(3 citation statements)
references
References 0 publications
0
3
0
Order By: Relevance
“…Every year, about 600,000 students take it. As for disabled candidates, various kinds of special treatment have been administered (Fujiyoshi 1995).…”
Section: Introductionmentioning
confidence: 99%
See 2 more Smart Citations
“…Every year, about 600,000 students take it. As for disabled candidates, various kinds of special treatment have been administered (Fujiyoshi 1995).…”
Section: Introductionmentioning
confidence: 99%
“…The extension of testing time has been administered for disabled students according to the type and degree of their disabilities in order to eliminate the reflection of the individual's impairment on assessment of achievement level or aptitude (Fujiyoshi 1995;Laing and Farmer 1984;Willingham et al 1988). The present extension ratio of testing time at the National Center Test is 1.3 or 1.5, and the extension ratios of the ACT Assessment and the Scholastic Aptitude Test in the U.S. are from 1.8 to 4.8 (Bennett et al 1985;Fujiyoshi 1995Fujiyoshi , 1997Fujiyoshi , 1999Packer 1987;Ragosta and Wendler 1992;Willingham et al 1988).…”
Section: Introductionmentioning
confidence: 99%
See 1 more Smart Citation