This document summarizes the research on test changes to provide an empirical basis for defining accommodations. We analyze this research from three perspectives:
· Tests are changed in specific ways in the manner that they are given or taken.
· The change does not alter the construct of what is being measured.
· The changes are or can be referenced to individual need and differential benefit, not overall improvement.
In this review, a very wide sweep of the literature was made, using many key words to search both electronic databases and educational journals. Although the main focus was on test changes for students with disabilities, the literature was not confined to only studies done with this population. In fact, test accommodations can and should be studied in the context of validity, which implies both measurement and decision-making. Clearly such decision-making occurs in both general and special education. Using the latest amendment to the Individuals with Disabilities Educational Act 1997, we consider test changes as part of inclusion and progress in the general education curriculum. The first section addresses Individualized Education Programs (IEPs), using this component as the main vehicle for expressing the need for test accommodations. Then the research is summarized using a taxonomy from the National Center on Educational Outcomes (NCEO). The last section addresses issues of validity with primary consideration on using this research to implement sound testing practices and to make appropriate educational decisions. (abstract from article)
A Summary of Research on Test Changes: An Empirical Basis for Defining Accomodations