Students' Perceptions of Two Hypothetical Teachers' Instructional Adaptations for Low Achievers

Vaughn, Sharon; Schumm, Jeanne Shay; Niarhos, Frances; Gordon, Jane

doi:10.1086/461752

Cited by 21 publications

(14 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Students in the entire sample indicated at least slight preference (ratings 2.00) for all except 4 of the 23 adaptations. This finding is in contrast to previous research demonstrating that although students prefer adaptations in many areas of teacher practice, they do not have favorable perceptions of adaptations in testing practices (Vaughn et al, 1998; Vaughn, Schumm, & Kouzekanani, 1993;Vaughn, Schumm, Niarhos, & Daugherty, 1993; Vaughn, Schumm, Niarhos, & Gordon, 1993). It should be noted, however, that the question in the present study was different from the question students responded to in the previous studies.…”

Section: Discussioncontrasting

confidence: 99%

“…The lowest ratings were for teacher reading of test questions. These low ratings contrast with the findings of Vaughn and colleagues, who reported a majority of students' opinions about the same adaptation as positive (Vaughn, Schumm, Niarhos, & Gordon, 1993). However, students in that study were asked their opinions about each of only two specific testing adaptations.…”

Section: Discussioncontrasting

confidence: 87%

“…In fact, no previous studies have been designed to focus solely on student preferences for specific testing adaptations. However, in four studies, testing adaptations were among the classroom teacher practices for which student preferences were investigated (Vaughn, Schumm, & Kouzekanani, 1993; Vaughn, Schumm, Niarhos, & Daugherty, 1993; Vaughn, Schumm, Niarhos, & Gordon, 1993; Vaughn, Schumm, Saumell, & Klingner, 1998). In these studies, students were asked to indicate whether they preferred adaptations to no adaptations for each of several categories of teacher practices (e.g., assigning different versus same homework, giving the same versus different tests, reteaching versus going on when some students have difficulty understanding).…”

mentioning

confidence: 99%

See 2 more Smart Citations

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

Section: Discussioncontrasting

confidence: 99%

Section: Discussioncontrasting

confidence: 87%

mentioning

confidence: 99%

See 1 more Smart Citation

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

“…In a discussion of intended and unintended consequences of high-stakes assessment systems, Ysseldyke (2002) Vaughn, Schumm, Niarhos, and Gordon (1993) found that elementary students also indicated a preference for teachers who provided instructional accommodations, with the exception of accommodations provided on tests, homework, and textbooks. As in the Vaughn, Schumm, Niarhos, and Daugherty (1993) study, high-achieving students were more likely to prefer accommodations than were low-achieving students.…”

Section: Reactions To Testing Accommodationsmentioning

confidence: 99%

“…In contrast, students in the low-achieving group expressed a desire to &dquo;fit in&dquo; and have the opportunity to discuss assignments with classmates and leam what their classmates were being taught. Based on these findings, Vaughn, Schumm, Niarhos, and Gordon (1993) suggested that accommodations might draw unwanted attention to students who are low achieving or otherwise having difficulty in the classroom. Furthermore, accommodations may transfer more of the responsibility for learning to the student, a responsibility that students may not want to take upon themselves.…”

Section: Reactions To Testing Accommodationsmentioning

confidence: 99%

Consequences of Using Testing Accommodations: Student, Teacher, and Parent Perceptions of and Reactions to Testing Accommodations

Lang

Kumke

Ray

et al. 2005

Assessment for Effective Intervention

View full text Add to dashboard Cite

UniversityThis study examined student, parent, and teacher perceptions of the use of testing accommodations and the relationship between student perceptions of testing accommodations and their disability status and grade level. Students with and without disabilities completed math and reading achievement tests with and without accommodations. Students, parents, and teachers completed a questionnaire to share their views on the use of testing accommodations. Significant differences were found in the proportions of students with and without disabilities who reported that the accommodated test condition was easier, more comfortable, and a better indicator of their knowledge. Most parents and teachers perceived testing accommodations to be fair and valid for students with disabilities. Consequential aspects of testing are an important part of validity evidence for large-scale assessment systems. The perceived positive consequences of testing accommodations provide further evidence of their continued use and their role in facilitating valid test scores.Many students with disabilities (SWD) require testing accommodations to fully participate in large-scale achievement tests. Although a small percentage of children and adolescents with disabilities may be eligible for alternate assessments, most students who receive special education services have the opportunity to take large-scale achievement tests with accommodations. Testing accommodations are designed to increase the validity of the inference made about a test score and are intended to influence the skills needed to access a test, not the skills targeted for measurement by the test (Elliott, Braden, & White, 2001). Accommodations can take different forms, including changes to the setting, test presentation, response format, and timing.The research literature on testing accommodations has increased noticeably since the passage of the IDEA amendments of 1997. Both researchers and practitioners are interested in understanding the effects of accommodations on students' test scores. Such information is valuable not only for making testing decisions for students in special education, but also for understanding the consequences of testing accommodations for these students. The purpose of this study was to identify several consequences of testing accommodations for students by examining student, teacher, and parent reactions to testing accommodations on large-scale achievement tests for students with and without disabilities. Reactions to Testing AccommodationsSeveral researchers have examined student and teacher reactions to the use of testing 50 accommodations. For example, Elliott and Marquardt (2004) documented eighth-grade students' positive reactions to an accommodation of extra time on a math test. Students at risk academically, SWD, and students without disabilities (SWOD), as groups, all preferred the accommodated test condition. Most students indicated that the testing accommodation allowed them to feel more comfortable, interested, and motivated-and less frustra...

show abstract